CHC30113 Subject 1 LG v3.1

CHC30113
Certificate III in Early
Learner Guide
Childhood Education and
Care
Subject 1
Version 3.1 | Produced 17 June 2021

Copyright © Compliant Learning Resources 2019. This document was developed by Compliant Learning
Resources and has been edited and contextualised by Inspire Education RTO 32067 for its student cohorts
under license. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system
or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise
without the prior written permission of Compliant Learning Resources .
Version control & document history
Date Summary of modifications made Version
Produced version 1 final following

16 December 2013 1.0
validation
Made minor alterations to wording
16 April 2014 1.1
to correct spelling errors
Amended link to Sparkling Stars on
27 May 2014 1.2
p 129
Made minor wording changes
28 August 2014 1.3
throughout the LG
Added additional links and made
8 January 2015 minor wording changes throughout 1.4
the LG.
Added unit CHCEC016; updated
links to Sparkling Stars; made minor
9 March 2017 2.0
alterations to wording to correct
spelling errors
Updated Intranet links; updated
information on Learner Guide
14 March 2017 2.1
Cluster; updated information in
Learning Outcomes
Updated the following:
• Information relating to the
revised NQS, including
-to-
• Wording and formatting
9 March 2018 2.2
throughout the document
• Links updated
• Chapter contents restructured
for organisation
•
4 April 2018 Updated terminologies 2.3
Learner Guide Version No. 3.1 Produced 17 June 2021

© Compliant Learning Resources Page 2
Removed a sentence in Cultural
17 September 2018 2.4
Influences page 315
Removed an activity in Section 1.13
09 October 2019 2.5
of Chapter 4
Rebranded and contextualised for
19 November 2020 3.0
Inspire Education use
Updated NQS and outdated
17 June 2021 3.1
information

TABLE OF CONTENTS
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INTRODUCTION TO THIS LEARNER GUIDE ..................................... 10

What is this unit about? .............................................................................................. 10
Why do I need this unit/subject? .............................................................................. 11
What am I learning from this program? ................................................................... 12
Where do I access additional learning support? .................................................... 13
Who can help me? ...................................................................................................... 14
How do I make the best out of my study time?...................................................... 15
How do I use this learner guide? .............................................................................. 16
CHAPTER 1: FOLLOW SAFE WORK PRACTICES ................................ 17
1.1 The Early Childhood Code of Ethics ................................................................... 18
1.2 The Education and Care Services National Regulations and the National
Quality Standards ........................................................................................................ 21
1.3 Work Health and Safety Act and Regulations ................................................... 35
1.3.1 The Work Health and Safety (WHS) Act ............................................................37
1.3.2 Rights and Responsibilities of Employers and Workers .............................. 38
1.3.3 Duty of Care ............................................................................................................ 40
1.3.4 State/Territory WHS Authorities ........................................................................ 42
1.4 Centre Policy and Procedures ............................................................................43
1.4.1 Where to Find Workplace Health and Safety Information ......................... 44
........................49
1.5.1. Hazardous Manual Tasks..................................................................................... 49
1.5.2 Infection Control.................................................................................................... 55
1.5.3 Exclusion of Ill Children ....................................................................................... 64
1.5.4 Personal Protective Equipment ......................................................................... 70
1.5.5 Safety Signs ............................................................................................................... 71
1.6 Workplace Emergency Procedures .................................................................... 77

1.6.1 Fire and Evacuation Drills ..................................................................................... 77
1.6.2 Emergency Evacuation Procedures ................................................................. 78
Chapter Review ........................................................................................................... 81
CHAPTER 2: IMPLEMENT SAFE WORK PRACTICES ......................... 83
2.1 Implement WHS Procedures and Work Instructions ....................................... 85
2.2 Safe Housekeeping Practices ..............................................................................92
2.2.1 Contribute to Safe Work Practices ................................................................... 95
2.2.2 Raise WHS Issues with Designated Persons................................................... 96
2.3 Risk Control Process ............................................................................................ 97
2.3.1 Hazard Identification ............................................................................................ 97
2.3.2 Risk Assessment ..................................................................................................... 98
2.3.3 Control the Risk ................................................................................................... 104
2.3.4 Monitor and Review Risk Controls ................................................................. 108
2.4 External Safety Risks ...........................................................................................108
2.5 Indoor Risks .........................................................................................................109
2.6 Risk Reduction..................................................................................................... 110
2.7 Identify and Report Incidents and Injuries ...................................................... 110
2.8 Participate in Workplace Safety Meetings....................................................... 115
2.9 Reflect on Own Safe Work Practices ............................................................... 115
Chapter Review ......................................................................................................... 117
CHAPTER 3: ESTABLISH AND MAINTAIN A SAFE AND HEALHTY
ENVIRONMENT FOR CHILDREN ....................................................... 119
.................................................................. 123
Families At Enrolment and Then On a Regular Basis ........................................... 128

3.2.1 Discussing Routines .............................................................................................132
3.2.2 Ensure That Any Concerns o
are Conveyed to Their Family......................................................................................133
3.3 First Aid, Anaphylaxis Management and Emergency Asthma Management
Training ....................................................................................................................... 136
3.4 Expert Advice Regarding Medical Conditions ................................................ 137
3.4.1 Consult with Relevant Authorities to Ensure That Health Information is
Correct .............................................................................................................................. 138

3.5 Ensure That Individual Medical Management Plans for Children With a
Specific Health Care Need are in Place and Readily Available At the Service .. 139
..................................................................... 141
3.
and to Minimise the Risk of Overcrowding ............................................................ 142
3.6.2 Ensure Physical Spaces are Available for Children to Engage in Rest and
Quiet Activities ................................................................................................................ 143
3.6.3 Active and Restful Experiences to Appropriate Decisions Regarding
Participation .................................................................................................................... 144
Chapter Review ......................................................................................................... 150
...........................152
4.1 Rest Times ............................................................................................................ 152
4.1.1 Needs for Rest, and Sleep/Rest Patterns ........................................................152
4.1.2 Signs of Fatigue and Sleep Behaviours ...........................................................152
4.1.3 Building Self-help Skills: Sleep/Rest Time .................................................... 154
4.1.4 The National Quality Framework and Rest Time........................................ 154
4.1.5 Rest Time in Action ..............................................................................................155
4.1.6 Tips for Sleep and Rest Time ............................................................................ 156
4.1.7 Average Sleep Required for Children 0-12 Years ........................................ 157
4.1.8 Sleep Cycles and Patterns ................................................................................. 158
4.1.9 Rest/Sleep Patterns ............................................................................................. 158
4.1.10 Safe Sleeping ....................................................................................................... 158
4.1.11 Safe Equipment ................................................................................................... 159
4.1.12 Alternatives to Sleep Time................................................................................ 161
4.1.13 Appropriate Quiet Play Activities................................................................... 162
4.2 Share Information ...............................................................................................164
4.3 Individual Clothing Needs and Preferences ................................................... 165
4.3.1 Building Self-help Skills: Dressing/Undressing ............................................167
4.4 Effective Hygiene and Health Practices ..........................................................168
4.4.1 Promote and Implement Effective Hygiene Practices ............................... 173
4.4.2 Ensure That the Service Accesses Information on Current Hygiene
Practices ............................................................................................................................ 175
4.4.3 Advice from Relevant Health Authorities ......................................................178
4.4.4 Support Children to Learn Personal Hygiene Practices ............................178

4.4.5 Reporting and Documenting Illness ...............................................................179
4.5 Controlling and Preventing Cross Infection in Child Care ........................... 183
4.5.1 Configure Groupings of Children to Minimise the Risk of Illness and
Injuries ............................................................................................................................... 183
4.5.2 Maintain Written Procedures and Schedules to Ensure a Regular Regime
.......................................................... 185
4.5.3 Special Areas for Cleaning .................................................................................187
4.5.4 Provide Families with Information and Support That Helps Them to
............................................................... 189
4.5.5 Source Information About Recognised Health and Safety Guidelines . 191
4.5.6 Ensure that Service Procedures are Followed, In Relation to Notifying
Families of Illness or Injuries that Affect Children While in Education and Care
............................................................................................................................................. 193
4.5.7 Advise Families and Public Health Authorities Where Necessary of Cases
of Infections Diseases at the Service and Provide Them With Relevant
Information ...................................................................................................................... 199
4.5.8 Provide Information to Families and Educators About Child and Adult
Immunisation Recommendations ..............................................................................212
4.6 Management of Allergies ................................................................................... 216
4.6.1 Anaphylaxis ............................................................................................................. 217
4.6.2 Allergic and Anaphylactic Reactions ............................................................. 218
4.6.3 Management of Asthma .................................................................................... 220
Chapter Review .........................................................................................................222
CHAPTER 5: SUPERVISING CHILDREN TO ENSURE SAFETY ........ 224
5.1 The Environment and Supervision ................................................................... 226
5.2 Ensure Adequate Supervision of Children ...................................................... 228
5.3 Minimise Risks .................................................................................................... 236
5.3.1 A Safe Environment ............................................................................................. 236
5.3.2 Identify Existing and Potential Hazards and Record Them According to
Workplace Procedures ................................................................................................. 241
5.3.3 Considerations When Setting Up Indoor and Outdoor Play Spaces .... 249
5.3.4 Outdoor Play Spaces .......................................................................................... 250
5.3.5 Basic Home Fire Safety........................................................................................251
5.3.6 Cleaning Products and Other Dangerous Products and Chemicals .... 258
5.3.7 Keep Records of Pest/Vermin Inspections and/or Eradications ............ 261
5.4 Safe Collection of Children .............................................................................. 262
5.4.1 Supervision of Every Person ............................................................................. 264
5.4.2 Develop and Maintain a Written Process for Monitoring Who Enters and
Leaves the Premises At All Times .............................................................................. 264
5.5 Sun Safety ............................................................................................................ 266
5.6 Excursions ........................................................................................................... 268
5.6.1 Planning .................................................................................................................. 268
5.6.2 Provide Detailed Information to Families Regarding Any Excursion
Being Undertaken .......................................................................................................... 277
5.6.3 Supervision on Excursions ................................................................................ 279
5.6.4 Safely Transport Children in Vehicles ............................................................280
Chapter Review ........................................................................................................ 284
CHAPTER 6: MANAGE INCIDENTS AND EMERGENCIES ............... 286
6.1 Develop Plans to Effectively Manage Incidents and Emergencies ............. 286
6.1.1 Ensure Emergency Procedures Should Be Displayed Prominently
Throughout the Premises ............................................................................................ 288
6.1.2 Make Certain that All Educators Have Ready Access to a Phone or
Similar Means of Communication ............................................................................. 289
6.1.3 Ensure Emergency Numbers are Located near Telephones ...................290
ncy
Procedures and Incident Management Plans ....................................................... 291
6.2.1 Discuss and Practise Emergency Drills with Children, Educators, and
Any Other People on the Premises ........................................................................... 291
6.2.2 Ensure That Emergency Equipment is Available and Tested and Staff are
Trained in the Use of It ................................................................................................. 292
ency Contacts in Case of
Emergency ................................................................................................................ 296
Chapter Review .........................................................................................................297
CHAPTER 7: PROMOTE HEALTHY LIVING ...................................... 299
7.1 Experiences, Conversations, and Routines .................................................... 300
7.2 Model, Reinforce, and Implement Healthy Eating and Nutrition Practices
..................................................................................................................................... 302
7.3 Support and Guide Children to Eat Healthy Food ........................................ 303
7.4 Activity Ideas to Encourage Healthy Nutrition .............................................. 306

7.5 Ready Access to Water ...................................................................................... 308
7.6 Plan Food and Drinks ......................................................................................... 311
7.6.1 Planning a Menu .................................................................................................... 311
7.7 Recommended Dietary Intake .......................................................................... 313
7.7.1 Read and Interpret Food Labels ........................................................................313
7.7.2 Ingredients of Concern .......................................................................................315
7.7.3 Recommended Daily Servings .......................................................................... 317
7.7.4 Recommendations for Healthy Eating ...........................................................321
7.7.5 Addressing Individual Dietary Needs and Preferences ............................. 323
7.7.6 Implications of Poor Diet ................................................................................... 324
7.7.7 Health Effects Associated with Diet ................................................................ 325
7.7.8 Nutrition for Groups at Risk .............................................................................. 325
7.7.9 Providing Education and Support to Families ............................................. 327
7.7.10 Food Allergies and Medical Conditions ....................................................... 329
7.8 Maintain Food Safety .......................................................................................... 331
7.8.1 Food-Handling Requirements...........................................................................331
7.8.2 Assist in Developing and Maintaining Food Safety Procedures ............. 333
7.8.3 Follow Food Safety Procedures....................................................................... 334
7.8.4 Confirm Safety of Any Drinks, Food and Cooking Utensils and
Appliances Used as Part of the Program ................................................................. 336
Chapter Review ........................................................................................................ 343
REFERENCES ....................................................................................... 345
WE WOULD LOVE YOUR FEEDBACK! .............................................. 348

INTRODUCTION TO THIS LEARNER GUIDE
What is this unit about?
CHCECE002 Ensure the health and safety

of children
This unit describes skills and knowledge required to ensure the
health and safety of children.
CHCECE004 Promote and provide healthy food and

drinks
This unit describes skills and knowledge required to promote healthy eating and
ensure that food and drinks provided are nutritious, appropriate for each child
and prepared in a safe and hygienic manner.
CHCECE006 Establish and maintain a safe and healthy

environment for children
This unit describes skills and knowledge required to establish and maintain a safe
and healthy environment for children.
HLTWHS001 Participate in workplace health and safety

This unit describes skills and knowledge required to participate in safe work
practices to ensure their own health and safety, and that of others.
This is useful to you if you:

• Are an educator working in a variety of education and care services
• A worker who requires knowledge of workplace health and safety (WHS) to
carry out their own work, either under direct supervision or with some
individual responsibility

Why do I need this unit/subject?
This unit introduces some of the key issues and responsibilities of workers and
organisations in the industry. It also provides you opportunities to develop the
competencies necessary for you to operate as a team member.

What am I learning from this program?
As you progress through this unit of study, you will acquire the knowledge and
skills to work effectively both in the level of individual and group. Having such
would enable you to become a valuable team member who can contribute to the
goals of your organisation.
You will gain an understanding of the key concepts underpinning these skills and
become familiar with the industry standards to which organisations must conform.
Knowledge of your skills and capabilities will help you make informed choices
about further study and career options.

Where do I access additional learning support?
In addition to reading this learner guides, here are a few other things you can do
to support your learning:
Search for other resources. You can find books, journals, videos
and other materials.
Go to your local library. Most libraries keep information about

government departments and other organisations, services and
programs. You may ask your local librarian for help.
Contact public relations and information services provided by

various government departments and private organisations.
Contact your trainer from Inspire Education. You may book a call
using the Book a Trainer Call link in your Hub account or send a
message through our 24/7 messaging system.
You may watch the pre-recorded webinars for this subject in your
Hub account. There are also schedule live Q&As that you can
attend. The live Q&A sessions are run by our qualified trainers, and
during the session, you have the opportunity to ask subject-
related questions.
You may check your course for availability of forums. Forums are
moderated by your subject trainers and provide you the ability to
interact with other students by asking questions or sharing
experiences.

Who can help me?
Inspire Education has a range of qualified trainers who can support you in your
learning. You may contact the trainers during working hours to assist you with
learning about this unit.

How do I make the best out of my study time?
Studying may be difficult and demanding. Together with your social and work
activities and responsibilities, it may look like being a student is an impossible life
to lead.
To study effectively, we recommend that you be in the best environment for
learning as possible. Here are some ideas to help you in looking for your ideal
learning area:
Space
• Set up a place at home or at work that is quiet and
conducive for studying.
• Find a comfortable space that has adequate lighting,
and good seating.
• Find a flat surface for easy writing
Study Resources
• The most basic resources are a chair, a desk or table, a
computer with reliable internet access, materials to
record information, and good light.
Time
• Work out a time that suits you and plan around it.
•
study tasks.
Learning Style
• Make notes about important details in the topic. Use
images or diagrams if it helps you.
• Underline key words as you are reading the materials in
this learner guide.
• Talk to other people (colleagues, fellow students or
your trainer) about what you are learning.
Additional Research
• Read additional resources provided for in this guide
•
of the book/article, etc.

How do I use this learner guide?
This learner guide is designed to give a better understanding of the unit of

competency and the skills you need to accomplish it. To do this, the learner guide
is designed into the following parts:
Knowledge Check
• Contains questions that cover the understanding of a
given topic for a section of the chapter.
• Checks your recollection of terms and definitions
Chapter Review
• Summarises important information such as
terminologies, concepts, theories for the entire chapter
Activity
• Activities that you can do to help reinforce the
knowledge you have just learnt
• Checks your overall understanding of the concepts and
theories discussed in the chapter
Further Reading
• Links to external documents such as copies of
legislation, blog posts, industry websites, etc. that you
could read to further inform you about the chapter

CHAPTER 1: FOLLOW SAFE WORK PRACTICES
Early Childhood Education and Outside School Hours Care services are considered
to be high-risk environments, due to the nature of providing care and education
services for children, who by nature are at risk.
It is our role as educators and caregivers to ensure the health, safety, well-being
and rights of these children are protected at all times.
Early Childhood Education and Care services workers must at all times:
• Implement work practices which support the protection of children and
young people.
• Identify children and young people at risk of abuse or neglect by observing
signs and symptoms
• Respond to disclosure, information or signs and symptoms in accordance
with state legislative responsibilities and the service policies and procedures
• Routinely employ child-focused work practices to uphold the rights of the
child and encourage them to participate in age-appropriate decision-making
• Maintain confidentiality at all times
• Promptly record and report risk-of-harm indicators,
• Apply ethical and nurturing practices in work with children and young people
• Protect the rights of children and young people in the provision of services
• Recognise and report indicators for potential ethical concerns when working
with children and young people
The Early Childhood Code of Ethics

states:
children is
Source: Early Childhood Code of Ethics (2006)

1.1 The Early Childhood Code of Ethics
The code of ethics describes the quality practice and the overall aims of the early
childhood profession. The core values of the Early Childhood Code of Ethics
include:
respect democracy honesty
integrity justice courage
social cultural
inclusivity
responsiveness responsiveness
education
The Code of Ethics puts forward underlying ethical principles that every educator
should follow in an Early Childhood Education and Care service. For example,
safety of children.

In relation to children, I will:
• act in the best interests of all children

• create and maintain safe, healthy, inclusive environments that support
•
child and educator initiated experiences
• understand and be able to explain to others how play and leisure enhance
• ensure childhood is a time for being in the here and now and not solely
about preparation for the future
• collaborate with children as global citizens in learning about our shared
responsibilities to the environment and humanity
• value the relationship between children and their families and enhance
these relationships through my practice
• ensure that children are not discriminated against on the basis of gender,
sexuality, age, ability, economic status, family structure, lifestyle, ethnicity,
religion, language, culture, or national origin
•
safety, privacy, levels of fatigue and interest respect children as capable
learners by including their perspectives in teaching, learning and
assessment
• safeguard the security of information and documentation about children,
particularly when shared on digital platforms.
Source: Early Childhood Code of Ethics (2006)
On the other hand from a legal perspective, Early Childhood Education and Care
services need to follow many pieces of legislation and industry standards in relation
to protecting children from the risk of harm. This includes international, federal and
state law.
An example of international legislation is The Convention on the Rights of the

Child (CRC). It is the most internationally recognised treaty in the world and sets
out the basic rights of children and the obligations of governments to fulfil those
rights.

The Convention of Rights for the Child is a very detailed convention consisting of
54 articles that is guided by four fundamental principles.
1. Non-discrimination of the child: in relation to their race, colour, gender,
language, religion, cultural, social or ethnic origin, or because they are
disabled.
2. The best interests of the child.
3. Survival, development and protection: Governments must protect children
and ensure their optimal development
4. Participation: Children have the right to participate, have a say in decisions
that affect them and have their opinions taken into account.
The Australian g
which was established through an applied laws system and consists of the:
• -2020
• Education and Care Services National Law, and the Education and Care
Services National Regulations
• National Quality Standards
The Education and Care Services National Law, and the Education and Care
Services National Regulations are known in the Early Childhood Education and
Care industry as

1.2 The Education and Care Services National Regulations and the
National Quality Standards
Early Childhood Education and Outside School Hours Care services that operate
in Australia must be approved to operate and must comply with the Education and
Care Services National Law and the Education and Care Services National
Regulations.
• application processes for provider approval and service approval

• setting out the rating scale and the process for the rating and assessment of
services against the National Quality Standard
• minimum requirements relating to the operation of education and care
services organised around each of the seven Quality Areas
• arrangements to move existing services into the new system
The National Quality Standard,

(benchmark) for early childhood education and care, and outside school hours
care services in Australia. The NQS applies to most long day care, family day care,
artens in Australia and is based
on seven quality areas:
QA1 Educational program and practice
QA2
QA3 Physical environment
QA4 Staffing arrangements
QA5 Relationships with children
Collaborative partnerships with families

QA6 and communities
QA7 Governance and leadership

The National Quality Standard is linked to the National Learning Frameworks that
recognise children learn from birth. It outlines practices that support and promote
es must follow an approved learning framework:
The EYLF
Belonging, Being and Becoming: The Early Years Learning

Framework for Australia (Early Years Learning Framework)
The FSAC
My Time, Our Place: Framework for School Age Care in

Australia (Framework for School Age Care).
Copies of the approved learning frameworks and accompanying educator guides

can be located at the following links:
• Belonging, Being and Becoming (EYLF)
• My Time, Our Place (FSAC)
• Victorian Early Years Learning and Development Framework
National
Law
National
Regulations
National
Standards
National Quality Framework
The National Quality Framework (NQF) which has the aim of providing better
educational and developmental outcomes for children using education and care
services.

The National Law provides the objectives and guiding principles for the National
Quality Framework which are:
• the rights and best interests of the child are paramount

• children are successful, competent and capable learners
• the principles of equity, inclusion and diversity underpin the
framework
• Islander cultures are
valued
• that the role of parents and families is respected and supported
• that best practice is expected in the provision of education and
care services.
Source: National Quality Framework
• Standard 2.1 ical activity is supported and

promoted.
• Standard 2.2 Each child is protected
Quality Area 2 - focuses on safeguarding and
be implemented in Early Childhood Education and Care services to protect

children from the foreseeable risk of harm, injury and infection.
The
wellbeing in services include:
• maintaining adequate supervision of children
• configuring groupings of children to minimise the risk of overcrowding, injury
and illness
• monitoring and minimising hazards and safety risks in the environment
• managing illness and injuries effectively
• implementing effective hygiene practices
•
requirements

•
choices
•
• encouraging and supporting childhood immunisation
• understanding obligations under state or territory child protection legislation.
Source: Guide to the National Quality Standard
The following table outlines the link between the National Quality Standards and
the National Regulations. The information is quite detailed, and there is a lot of
health, safety and wellbeing.

National Quality Standard National Law (section) and National
Description and links to EYLF
and Element Regulations
Standard 2.1 The child care centre supports all aspects of
Each child s health and
physical activity is supported • ensuring that their individual health and
and promoted. comfort requirements are met
• effective hygiene practices to control the
spread of infectious diseases are in place
• the management of injuries and illness
Being healthy, well-rested and free of illness

assists children to be able to participate happily
and successfully in the learning environment.
Links to EYLF
Outcome 3: Children have a strong sense of
wellbeing.
ability to concentrate, cooperate and learn (Early

Years Learning Framework, page 30; Framework
for School Age Care, page 30).
Element 2.1.1 To develop a strong sense of wellbeing, it is • section 51(1)(a) Conditions on
important that children are supported to take service approval (safety, health
increasing responsibility for their own health and and well-being of children)
comfort is provided for,
physical wellbeing. By acknowledging each • section 166 Offence to use
including appropriate
opportunities to meet each inappropriate discipline
sensitively to their emotional states, educators

well-being • regulation 81 Sleep and rest
and relaxation. and willingness to engage in learning (Early Years • regulation 168(2)(a)(v) Education
Learning Framework, page 30; Framework for and care service must have
School Age Care, page 30). policies and procedures in
relation to sleep and rest for
children
routines, such as rest, sleep, dressing and

toileting/nappy changing, vary due to a range of
factors.
requirements for these routines include the
their personal preferences and the routines and

activities that are in place at home.
Educators provide a range of active and restful

experiences throughout the day and support
children to make appropriate decisions
regarding their participation in activities and
experiences (Early Years Learning Framework,
pages 14 and 32; Framework for School Age
Care, pages 14 and 32).
Element 2.1.2 Spending time in child care centres and being • section 51(1)(a) Conditions on
exposed to a large number of children for some service approval (safety, health
Effective illness and injury
time provide an opportunity for infectious and well-being of children)
management and hygiene diseases to be spread.

practices are promoted and In assisting children to take a growing • regulation 77 Health, hygiene
implemented. responsibility for their own health and physical and safe food practices
• regulation 85 Incident, injury,
health, nutrition and personal hygiene practices trauma and illness policies and
with children. Routines provide opportunities for procedures
children to learn about health and safety (Early
Years Learning Framework, page 32; Framework • regulation 86 Notification to
for School Age Care, page 31). parents of incident, injury,
trauma and illness
Maintaining high standards of hygiene is essential
trauma and illness record
in preventing the spread of infectious diseases
and ensuring good health. Effective hygiene • regulation 88 Infectious diseases
practices assist significantly in reducing the • regulation 89 First aid kits
likelihood of children becoming ill due to cross-
• regulation 90 Medical conditions
infection or as a result of exposure to materials,
policy
surfaces, body fluids or other substances that
may cause infection or illness. • regulation 91 Medical conditions
policy to be provided to parents
• regulation 92 Medication record
personal health and hygiene by sharing • regulation 93 Administration of
ownership of routines and schedules with medication
children, families and the community (Early Years • regulation 94 Exception to
Learning Framework, page 32; Framework for authorisation requirement
School Age Care, page 31). anaphylaxis or asthma
emergency
• regulation 95 Procedure for
administration of medication

• regulation 96 Self-administration
of medication
• regulation 136 First aid
qualifications
• regulation 162 Health
information to be kept in
enrolment record, including the
immunisation status of the child
• regulation 168 Education and
care service must have policies
and procedures
• regulation 177 Prescribed
enrolment and other documents
to be kept by approved provider
to be kept by family day care
educator
Element 2.1.3 Good nutrition is essential to healthy living and • section 51(1)(a) Conditions on
enables children to be active participants in play service approval (safety, health
Healthy eating and physical
and leisure. Education and care settings provide and wellbeing of children)
activity are promoted and
many opportunities for children to experience a • regulation 77 Health, hygiene
appropriate for each child. range of healthy foods and to learn about food and safe food practices
choices from educators and other children (Early
Years Learning Framework, page 30; Framework • regulation 78 Food and
for School Age Care, page 30). beverages
• regulation 79 Service providing
food and beverages

• regulation 80 Weekly menu
and procedures
Standard 2.2 The child care centre ensures that all aspects of
Each child is protected.
Children have a fundamental right to be

protected and kept safe while they are in care.
Children who are unsafe are at risk of having their
physical health and well-being negatively
impacted on, which, in turn, can negatively affect
the present and throughout their future lives.
Links to EYLF
Outcome 3: Children have a strong sense of
wellbeing.
Through a widening network of secure
relationships, children develop confidence and
feel respected and valued. A strong sense of
optimism, which maximises their learning and

development (Early Years Learning Framework,
page 12; Framework for School Age Care, page
11).

Element 2.2.1 • section 51(1)(a) Conditions on
development by creating physical and social service approval (safety, health
At all times, reasonable
environments that have a positive impact (Early and wellbeing of children)
precautions and adequate Years Learning Framework, page 14; Framework • section 165 Offence to
supervision ensure children for School Age Care, page 13). inadequately supervise children
are protected from harm and
hazard. • section 167 Offence relating to
Supervision is a key aspect of ensuring that protection of children from harm
and hazards
environment. Educators need to be alert to and
• section 169 Offence relating to
aware of risks and hazards and the potential for
staffing arrangements
accidents and injury throughout the service, not
just within their immediate area. • section 170 Offence relating to
unauthorised persons on
education and care service
Educators foster chil premises
understand and respect the social and natural
environment, and they create learning • section 171 Offence relating to
environments that encourage children to direction to exclude
explore, solve problems and create and inappropriate persons from
construct in challenging and safe ways (Early education and care premises
Years Learning Framework, pages 14 15; • section 189 Emergency removal
Framework for School Age Care, pages 13 14). of children
• regulation 77 Health, hygiene
Children have a right to be protected from and safe food practices
possible or potential hazards and dangers posed • regulation 78 Food and
by products, plants, objects, animals and people beverages
in the immediate and wider environment. • regulation 79 Service providing
food and beverages
• regulation 80 Weekly menu

• regulation 82 Tobacco, drug and
alcohol-free environment
• regulation 83 Staff members and
family day care educators not to
be affected by alcohol or drugs
• regulation 86 Notification to
parents of incident, injury,
trauma and illness
policy
policy to be provided to parents
• regulation 92 Medication record
• regulation 99 Children leaving
the education and care premises
• regulation 100 Risk assessment
must be conducted before
excursion
• regulation 101 Conduct of risk
assessment for excursion
• regulation 102 Authorisation for
excursions
• regulation 161 Authorisations to
be kept in enrolment record

• regulation 162 Health
enrolment record, including the
immunisation status of the child
• regulation 166 Children not to be
alone with visitors
and procedures
• regulation 274 Swimming pool
(NSW)
• regulation 344 Safety screening
clearance staff members
(Tasmania)
• regulation 345 Swimming pool
prohibition (Tasmania)
Element 2.2.2 • section 51(1)(a) Conditions on
their experiences within and outside the setting. service approval (safety, health
Plans to effectively manage
and wellbeing of children)
incidents and emergencies wellbeing by providing warm, trusting • regulation 85 Incident, injury,
are developed in consultation relationships and predictable and safe learning trauma and illness policies and
with relevant authorities, environments (Early Years Learning Framework, procedures
practised and implemented. page 30; Framework for School Age Care, page
29). • regulation 86 Notification to
trauma and illness
Planning to manage incidents and emergencies
assists services to protect adults and children, to
-being and a safe

environment and to meet requirements of • regulation 97 Emergency and
relevant Work Health and Safety legislation. evacuation procedures
• regulation 98 Telephone or
Having a clear plan for the management of other communication
emergency situations assists educators to handle equipment
these calmly and effectively, reducing the risk of • regulation 160 Child enrolment
further harm or damage. records to be kept by approved
provider and family day care
educator
• regulation 161 Authorisations to
be kept in enrolment record
• regulation 162 health
enrolment record
and procedures
educator
Element 2.2.3 Educators who give priority to nurturing • section 51(1)(a) Conditions on
relationships and providing children with service approval (safety, health
Management, educators and
consistent emotional support can assist children and well-being of children)
staff are aware of their roles
to interact with others in mutually supportive

and responsibilities to identify ways and participate in positive learning • section 162A Persons in day-to-
and respond to every child at experiences (Early Years Learning Framework, day charge and nominated
risk of abuse or neglect. page 12; Framework for School Age Care, page supervisors to have child
11). protection training
• regulation 84 Awareness of child
protection law
day care educator or staff member has a legal • regulation 85 Incident, injury,
and ethical obligation to act to protect any child trauma and illness policies and
who is at risk of abuse or neglect. To be able to procedures
act when required, all staff members must be
• regulation 86 Notification to
aware of current child protection policy and
procedures, including their legislative
trauma and illness
responsibilities in states and territories where
these apply. • regulation 87 Incident, injury,
educator

1.3 Work Health and Safety Act and Regulations
A harmonised workplace health and safety (WHS) legislation has been introduced
across States and Territories to Australia.
WHS legislation includes the WHS Act, Regulations, Codes of Practice, and a
National Compliance and Enforcement Policy. The WHS Act will make it easier for
businesses and workers to comply with their requirements across different states
and territories.
The Act Establishes the legal requirements.
These are more specific rules that

must be followed. Non-
compliance can result in
Regulations prosecution, a prohibition notice,
an improvement notice, and in
some States, on the spot fines.
These are minimum

standards that provide
information on how
to comply with the
rules set out in the
regulations. You
cannot be
Codes of Practice prosecuted for not
/Guidance Notes following a code of
practice, but it is
recognised as an
approved way of
working and can be
used to evidence
poor practice in a
prosecution.

States and Territories are using the following WHS legislation:
State/Territory Act Regulations Codes of Practice

Australian WHS Regulation ACT Codes of
WHS Act 2011
Capital Territory 2011 Practice
New South WHS Regulation NSW Codes of
WHS Act 2011
Wales 2017 Practice
Work Health and
Work Health and
Safety (National
Northern Safety (National NT Codes of
Uniform
Territory Uniform Legislation) Practice
Legislation) Act
Regulations
2011
WHS Regulation Qld Codes of
Queensland WHS Act 2011
2011 Practice
WHS Regulation SA Codes of
South Australia WHS Act 2012
2012 Practice
WHS Regulation Tas Codes of
Tasmania WHS Act 2012
2012 Practice
Occupational Occupational Health
Vic Compliance
Victoria Health and Safety and Safety
Codes
Act 2004 Regulations 2017
Occupational Occupational Health
Western WA Codes of
Safety and Health and Safety
Australia Practice
Act 1984 Regulations 1996
Western Australia has no applied the new laws at this stage due to the mining
component of the WHS Act not being ready for implementation. The date of
implementation of the model laws in WA has not been determined and will need
to be reassessed.
Victoria supports the principle of national harmonisation and continues to work

towards best practice legislation but will not adopt the national model workplace
health and safety laws in their current form.

1.3.1 The Work Health and Safety (WHS) Act
The Work Health and Safety Act 2011 (WHS Act) is designed to help employers and
employees to understand their health and safety duties and rights in the workplace.
The WHS Act aims to:

• Protect the health and safety of workers and other people by eliminating or
reducing workplace risks.
• Ensure effective representation, consultation and cooperation to address
health and safety issues in the workplace.
• Encourage unions and employers to take a constructive role in improving
health and safety practices.
• Promote information, education and training on health and safety.
• Provide effective compliance and enforcement measures.
• Deliver continuous improvement and progressively higher standards of
health and safety.
Source: Guide to the Work Health and Safety Act 2011, QLD, p. 5
One main change in the new WHS Act is the employers are now referred to as the
Person Conducting a Business or Undertaking (PCBU).
whether or not for pr
Work Health and Safety
IS

1.3.2 Rights and Responsibilities of Employers and Workers
Responsibilities of the Employer
The employer or person conducting a business or undertaking (the PCBU), has a
primary duty of care to ensure workers and others are not exposed to a risk to their
health and safety.
The employer must meet the requirements set under the legislation, so far as is
reasonably practicable, to provide a safe and healthy workplace for workers or
other persons (such as visitors and parents) by ensuring:
• safe systems, procedures and practices of work
• a safe work environment, including:
o safe use of equipment
o structures
o substances
• facilities for the welfare and well-being of workers are adequate
• notification and recording of workplace incidents
• adequate information, training, instruction and supervision is provided
• consultation with employees on matters that affect their health, safety and
welfare;
• compliance with the requirements under the work health and safety
regulations.
• effective systems are in place for monitoring the health of workers and
workplace conditions.
meaningful and open

consultation about work health and safety with its workers, health and safety
representatives and health and safety committees.

Responsibilities of a Worker
conducting a business or undertaking' (PCBU).
This term 'worker' includes any person who works as an:

• employee
• trainee
• volunteer
• apprentice
• work experience student
• contractor or sub-contractor plus their employees
A worker must, while at work:

• take reasonable care for their own health and safety
• take reasonable care for the health and safety of others
• comply with any reasonable instruction by the employer or PCBU
• cooperate with any reasonable policies and procedures set by the employer
or the PCBU
• carry out their work in a way that does not put their own health and safety,
at risk, or that of others in the workplace
• identify and report potential workplace hazards
• report all work-related injuries
•
• participate in workplace consultation about health and safety matters

1.3.3 Duty of Care
A duty of care is the legal obligation to safeguard others from harm while they are
in your care, using your services, or exposed to your activities. This means that you
should always act toward others with watchfulness, attention, caution, prudence
and care.
If educators do not follow the correct standards of care,

can be breached. A breach can occur if it can be proven that something should
have been done or if somebody failed to do something and a child was harmed or
at risk of harm.
National Law, the approved provider and other persons have a

responsibility for supporting the health, protection, safety and wellbeing of all
children. In exercising their responsibilities under the National Law, these
persons must take reasonable care to protect children from foreseeable risk of
Health and Safety Representatives (HSR)

Most Early Childhood Education and Care services will have nominated a Health
and Safety Representative (HSR). This could be the Nominated Supervisor
(Director) or one of the Educators and are identified as a key contributor to health
and safety in the workplace by providing access to the views of workers.
HSRs represent workers on health and safety matters through ongoing

consultation and cooperation between workers and the employer (PCBU).
The responsibilities and duties of an HSR are to:

• represent workers on work health and safety (WHS) matters
• monitor WHS actions taken by the employer/PCBU
• investigate WHS complaints from workers
• look into anything that might be a risk to the WHS of the workers they
represent

Health and Safety Committees
Health and Safety Committees bring together workers and management to assist
in the development and review of health and safety policies and procedures for the
workplace.
In an Early Childhood Education and Care service this process often happens as
part of staff meetings, and therefore all employees become part of the health and
safety committee.
The functions of the health and safety committee are:

• to facilitate co-operation between employer/ PCBU and workers in
instigating, developing and implementing measures to ensure the health and
safety of workers
• to assist in developing standards, rules and procedures relative to health and
safety.
Responsibilities of Visitors in the Workplace

Visitors include all other people that may enter the workplace. This may include
parents and families, other professional or suppliers. While at the workplace they
have work health and safety (WHS) responsibilities and must:
• comply with any reasonable work health and safety instructions at the
workplace
• take reasonable care not to put themselves or others at risk.

1.3.4 State/Territory WHS Authorities
The following table shows details of the regulator in your State or Territory.
State Regulator Telephone Website
Commonwe
Comcare 1300 366 979 www.comcare.gov.au
alth
New South SafeWork www.safework.nsw.gov.a
13 10 50
Wales NSW u
Workplace
Queensland Health and 1300 362128 www.worksafe.qld.gov.au
Safety Qld
South
SafeWork SA 1300 365 255 www.safework.sa.gov.au
Australia
Western www.commerce.wa.gov.a
WorkSafe WA 1300 307 877
Australia u/WorkSafe
WorkSafe 1800 136 089

Victoria www.worksafe.vic.gov.au
Victoria 03 9641 1555
Australian
WorkSafe
Capital 02 6207 3000 www.worksafe.act.gov.au
ACT
Territory
WorkSafe
Tasmania 1300 366 322 www.worksafe.tas.gov.au
Tasmania
Northern
NT WorkSafe 1800 019 115 www.worksafe.nt.gov.au
Territory

1.4 Centre Policy and Procedures
Each Early Childhood Education and Care services must have their own policy and
procedures in place to meet their responsibilities under the Workplace Health and
Safety Act, and the State and Commonwealth legislation.
WHS policies and

covers their social, mental and physical well-being. They should focus on safety in
the workplace, to reduce or minimise injury or disease, and to ensure the health
and wellbeing of employees, visitors and clients.
By following the health and safety policies, procedures and daily practices, they
become your tools to ensure a safe and healthy work environment for all.
The purpose of these policies, procedures and practices are to protect:

• children and their family members,
• the carers and staff,
• your suppliers,
• the local community, and
• any peoples who come into contact with your workplace.
Since everybody is responsible for Workplace health and safety, it is important for
each of us to know the location and content of the centre's policy and be aware
of our responsibilities.
Examples of Workplace policies that may apply in an Early Childhood Education
and Care centre are:
• Emergency planning
• Emergency equipment
• First aid
• Accident and incident reporting
• Hazard identification & control (Risk Assessment & Hazard Register)
• Chemicals & hazardous substances
• Electrical safety
• Kitchen safety
• Manual handling

• Harassment and bullying
• Workplace stress
• Security
• Slips, trips and falls
• Vehicles and transports
• Injury management
1.4.1 Where to Find Workplace Health and Safety Information

You should first be introduced to Workplace Health and Safety policies, procedures
and practices during your Orientation/Induction, which should occur on your first
day.
During this process, you will be introduced to the centre's policies, procedures,
responsibilities, toilets, accessible areas evacuation points, emergency response
plans, etc.
Your job description will also have statements about your duties and responsibilities
to work health and safety, such as:
• Ensure a safe, caring and stimulating environment exists for all children and
that the health and wellbeing of each child is a priority.
• Assist in ensuring that the early childhood building, grounds and equipment
are maintained to a high standard of safety, cleanliness and repair.
• Assist in maintaining accurate records in accordance with legislative
requirements and service policy and procedures.
• Ensure the security of centre property and assets and maintain a
• To maintain an attractive and safe indoor and outdoor physical environment

and to report to the Team Leader on matters relating to the children.
Many of your general duties will have a Workplace Health and Safety focus:
• Disinfectant solutions for nappies, spray dispensers and bottles to be
changed daily, according to prescribed amounts.
• Bathroom areas kept clean and disinfected, at least twice each day.
• Wash, dry and fold and put away all laundry that you may be responsible for.
• Wash all tables and chairs after each lunch time.

• Wash toys and equipment periodically.
• Disinfect all children's mattresses weekly.
• Wash all pots, paintbrushes and all glue pots after art and craft activities.
• Wash all afternoon tea dishes and attend to general cleanliness of the kitchen
area as needed.
• Clean and tidy storerooms, cupboards and sheds as needed.
• General care and maintenance of all equipment and building and report to
the Coordinator as needed. This may include dealing with resource
shortages and reordering this, or reporting this when necessary.
• Maintain a clean and litter free outdoor area.
• Return all equipment and supplies to their designated area.
• Medical And Emergency Duties:
o To develop an awareness of accident procedures and record keeping.
o To be familiar with emergency procedures including evacuation
procedures.
o To identify, manage and monitor food allergies.
o To attend to minor first aid needs of the children, if you are a holder of a
first aid certificate.
o To ensure that all medications and poisons are kept out of reach of the
children.
• General Care of the Children:
o To ensure the rights of the child
o To maintain at all times adequate supervision of the children and being
aware of staff/child ratios at all time.
o To model appropriate language and behaviour for the children
The most effective way for employees to be kept up to date and knowledgeable
about Workplace health and safety is through training and consultation.

Training
Professional
Development
Consultation
Workplace Health and
Training
• induction training for new employees
• first aid training for all employees.
• Ongoing WHS hazard-specific training - e.g. In-house training sessions,
posters, information sheets etc.
• Conducting emergency response drills, e.g. emergency, evacuation and fire
drills
Consultation
Consultation helps ensure that everyone has a clear understanding of what is
expected of them, how to implement quality practices and to be accountable for
their actions.
Consultation can occur through formal and informal processes and may involve
direct or representational participation. Effective consultation can occur through:
• Including WHS matters on all staff meeting agendas
• Requesting staff suggestions
• WHS representatives
• Referring to WHS matters and information in staff newsletters

• Conducting staff surveys on WHS issues
• Issuing and displaying WHS information on staff notice boards
Mandatory WHS Training Requirements

Emergency Evacuation Training
All businesses in Australia must now conduct mandatory training for all staff on
Emergency Evacuation.
Emergency and evacuation procedures

1. The emergency and evacuation procedures required under regulation 168 must
set out:
1.1. instructions for what must be done in the event of an emergency; and
1.2.an emergency and evacuation floor plan.
2. For the purposes of preparing the emergency and evacuation procedures, the
approved provider of an education and care service must ensure that a risk
assessment is conducted to identify potential emergencies that are relevant to
the service.
3. The approved provider of an education and care service must ensure that:
3.1.the emergency and evacuation procedures are rehearsed every 3 months
that the service is operating, by the nominated supervisor, staff members and
volunteers and children being educated and cared for by the service; and
3.2. the rehearsals of the emergency and evacuation procedures are
documented
4. The approved provider of an education and care service must ensure that a
copy of the emergency and evacuation floor plan and instructions are displayed
in a prominent position near each exit at the education and care service
premises
First Aid Training

Section 136 (1) of the national regulations outlines more extensive requirements for
centre-based services:
The approved provider of a centre-based service must ensure that the following
persons are in attendance at any place where children are being educated and
cared for by the service, and immediately available in an emergency at all times
that children are being educated and cared for by the service:

• at least one (1) educator who holds a current approved first aid qualification
• at least one (1) educator who has undertaken current approved anaphylaxis
management training
• at least one (1) educator who has undertaken current approved emergency
asthma management training.
Services must have staff with current approved qualifications on duty at all times
and immediately available in an emergency. One staff member may hold one or
more of the qualifications.
Food Safety Training Requirements

Child care services need to comply with the Food Safety Standards developed by
Food Standards Australia New Zealand (FSANZ).
All business that sells, serves, supply or provides food to clients must comply with
Food Safety Standards.
If your centre prepares food on the premises, they will require a Food Licence and
have a Nominated Food Safety Supervisor that has completed the appropriate
training.
Under the Food Act, all food handlers must be trained in hygiene and food safety
procedures relevant to the duties they are performing.
The States and territories may have specific child care regulations that require safe,
hygienic food preparation, storage and practice. Regulations may also require that
staff be employed who have completed training provided by a Registered Training
Organisation.
Under the Food Act, all food handlers must be trained in hygiene and food safety
procedures relevant to the duties they are performing.
The States and territories may have specific child care regulations that require safe,
hygienic food preparation, storage and practice. Regulations may also require that
staff be employed who have completed training provided by a Registered Training
Organisation.

1.5.1. Hazardous Manual Tasks
Every year, many educators are injured in early childhood workplaces, and most of
these injuries are musculoskeletal (sprains and strains, fractures and soft tissue
injuries), caused by everyday activities like moving play equipment, lifting children
and sitting on small chairs.
Slips, trips,
falls
Manual
Tasks
Health and
Safety
People Manual
Lifting Handling
Manual Handling
Manual handling is lifting and carrying, but it also includes using force to push, pull,
or hold something.
of our role. Some things to be aware of include:

• Minimise lifting where possible.
o lowering adjustable sides on cots,
o use steps for children to climb onto change tables( please remember that
o only non-walking children should be lifted,

o
bending from the waist.
o Ensure large, bulky equipment is stored in appropriate place and use two
people lift or a trolley to move.

• Ensure equipment is stored effectively.
o Position shelving at appropriate levels and provide step ladders etc. to
access higher stored items.
o Store heavy items between the shoulder and knee heights with lighter
equipment higher if necessary.
Educators should follow recommendation and

involving the handling of people -
providing services to children.
11%
16%
Psychological System
7% Shoulder
Back
9% Forearm/Wrists
7%
Leg
Knee
26%
Source: WorkSafe Injury Hotspots
Slips, Trips and Falls

What's going to cause you to slip or trip or fall at work?
• uneven floor surfaces like cracked tiles or torn, curled carpet
• steps and different floor levels
• toys, equipment and trolleys left in pathways / doorways
• clothing caught on furniture or appliances
• poor lighting
• wearing the wrong shoes
• slippery floors

How can you prevent slips, trips or falls at work?
• Tidy the play areas ensuring clear pathways, so there is nothing to fall over.
• Clean up spills straight away and use wet floor signs to alert others of hazard.
• Use mats on slippery floors.
Hazardous Substances
A hazardous substance is any solid, dust, liquid or gas that may cause harm to you.
These may include:
• cleaning products detergents and disinfectants
• medications
How to prevent risk?

• Always make sure you read the labels
• Don't put them into recycled drink or food containers
• Follow all directions on the Material Safety Data Sheet (MSDS). An MSDS tells
you about a hazardous substance and how to use it safely
• Use PPE (gloves, masks, safety glasses, aprons) when around or handling
them
• Attend training sessions about the hazardous substance
Biohazards
Many of the tasks and duties that educators and staff perform in an Early Childhood
Education and Care setting involve body fluids and substances. Fluids such as urine,
blood, saliva and other body excretions such as faeces, all contain a risk of
spreading infection if handled inappropriately. Staff should always exercise extreme
care when carrying out nappy changing, toileting duties.
Workplace Stress
fety Act imposes a legal duty on business operators to do
what is reasonably practicable to eliminate or minimise risk to worker health and
safety. This duty extends to protecting workers from the risk of harm from stressors
Source: Overview of work-related stress, pg.1

Stress can affect different people in different ways.
Environmental
Environmental stressors such as physical, chemical or biological agents can
might contribute to a stress response. These factors can cause stress on their own,
Types of environmental stressors include:

• noise
• temperature and humidity
• lighting
• vibration
• air quality
• unguarded plant and equipment.
Individual
People respond to stressors at work in
different ways. It has been suggested that
this can, in part, be related to physiological
and/or personality factors (e.g. resilience).
Worker well-being appears to benefit from a

combination of challenging work, a
supportive atmosphere and adequate
resources.
While it is important to recognise these

individual differences and to match jobs and
tasks to individual abilities, this does not
reduce an employe
-
related stress and to ensure the workplace
does not exacerbate an existing illness.
Source: Overview of work-related stress

What is Work-Related Stress?
Stress is a term that is widely used in everyday life with most people having some
appreciation about its meaning. Commonly it is believed to occur in situations
where there is excessive pressure being placed on someone.
Work-related stress describes the physical, mental and emotional reactions of

workers who perceive that their work demands exceed their abilities and/or their
resources (such as time, help/support) to do the work. It occurs when they
perceive they are not coping in situations where it is important to them that they
cope.
What is Not Work-Related Stress?

Work-related stress is not a disease. Worker's responses to stressors may be positive
or negative depending on the type of demands placed on them, the amount of
control they have over the situation, the amount of support they receive and the
individual response of the person. In the vast majority of instances, people adjust
to stressors and are able to continue to perform their normal work duties.
Health Effects
When stressful situations go unresolved, the body is kept in a constant state of
stimulation, which can result in physiological and/or psychological illness.
Common health outcomes linked to stress include cardiovascular disease,
immune deficiency disorders, gastrointestinal disorders, musculoskeletal disorders
and psychiatric/psychological illness.
Short-lived or infrequent exposure to low-level stressors are not likely to lead to

harm, in fact, short-term exposure can result in improved performance. When
stressful situations go unresolved, however, the body is kept in a constant state of
stimulation, which can result in physiological and/or psychological changes and
illness.
Short-term health issues linked to stress include:

• Physical:
o headaches, indigestion, tiredness, slow reactions, shortness of breath
• Mental:
o difficulty in decision-making, forgetfulness
• Emotional:

o irritability, excess worrying, feeling of worthlessness, anxiety,
defensiveness, anger, mood swings
• Behavioural:
o diminished performance, withdrawal behaviours, impulsive behaviour,
increase in alcohol and nicotine consumption
Common longer-term health issues linked to stress include:

• cardiovascular disease (CVD), immune deficiency disorders
• gastrointestinal disorders, psychiatric/psychological illness
• (PPI) and musculoskeletal disorders.
Possible Effects on Organisational Performance

Increased stress levels of workers in an organisation can lead to diminished
organisational performance as measured by the following:
• productivity and efficiency may be reduced
• job satisfaction, morale and cohesion may decline
• absenteeism and sickness absence may increase
• there may be an increase in staff turnover
• accidents and injuries may increase
• conflict may increase, and the quality of relationships may decline
• client satisfaction may be reduced
•
claims.
The effects of work-related stress on organisational performance provide good

reasons above and beyond legal duties and the direct financial and human costs
to workplace stressors.
Some potential work-related stressors are:

• occupational bullying and violence
• lack of decision making and control
• role uncertainty
• demanding work schedules or workloads

• inadequate skills to undertake a job
• unclear goals or expectations
• inability to work successfully with colleagues or manager
•
• feeling undervalued or underutilised
• company changes, job changes or job uncertainty
Some potential non-work related stressors are:
• relationship challenges
• death or illness of a family member or close friend
• illness and health concerns
• financial difficulties
• drug and alcohol abuse
• lack of decision making and control
• moving house and other major, consuming life disruptions
What Can Be Done to Prevent Stress?

• Train supervisors in how to manage people.
• Get extra staff for peak demand times.
• Make sure everyone knows their job responsibilities.
• Consult staff about changes.
• Provide assistance/counselling
• Are these risk factors in your workplace?
• Can job demands be met?
• Do workers:
o have control over how they do the work?
o get support from supervisors and co-workers
• Are workers:
o clear about their job role?
o rewarded for doing a good job?
• Are changes at work communicated ahead of time?
• Are there good relationships among workers and others?
• Does the workplace treat everyone fairly?
1.5.2 Infection Control
The spread of infectious disease, especially respiratory and diarrhoeal infections,
occur more frequently in the child care environment due to the close contact
between a large number of children and staff. Using standard infection control
precautions and following both personal and workplace Hygiene Guidelines will
reduce the possibility of transmission and the risks.
Some Aboriginal and Torres Strait Islander children in rural areas are more at risk of
some infectious diseases, especially respiratory, diarrhoeal and ear infections and
their complications.
There are a lot of different diseases that spread through close contact with children
especially those staff conducting nappy changing and toileting tasks.
Infection control is about understanding infectious diseases and what causes them,
how they spread and how to prevent them. A key concept is the chain of infection,
which explains how germs can spread in education and care services.
There are four essential steps to the spread of

infections. Infection control is aimed at breaking this
chain of infection. The steps are:
1. The person with the infection spreads the germ
into their environment,
2. The germ must survive in the appropriate
environment, e.g. air, food, water, on objects
and surfaces,
3. Another person then comes in contact with the
germ,
4. This person then becomes infected.

1. The person who has the infection spreads the germ into their environment
This child or adult may or may not show any signs of illness. They may be infectious
before they become unwell, during their illness, after they have recovered, or
without any signs of illness at all.
For example, in cases of diarrhoea due to Giardia, children and staff who no longer
have diarrhoea may still have infectious Giardia in their bowel motions. For this
reason, the infection control process must always be followed by all people in the
child care centre.
2. The germ must survive in the appropriate environment

Infectious illnesses may be due to viruses, bacteria, protozoa, or fungi. All of these
organisms are too small to see with the naked eye. These germs can survive on
hands and objects, for example, toys, door handles and bench tops. The length of
time a germ may survive on a surface depends on the germ itself, the type of
surface it has contaminated and how often the surface is cleaned. It is also
dependent upon environmental conditions such as temperature and humidity.
Washing with detergent and water is a very effective way of removing germs.
3. Another person then comes in contact with the germ

Germs can be transmitted in a number of ways, including through the air by
droplets; through contact with faeces and then contact with mouths; through
direct contact with the skin; and through contact with other body secretions (such
as urine, saliva, discharges or blood).
4. The person becomes infected

When the germ has reached the next person, it must find a way to enter the body.
It can enter through the mouth, intestinal tract, nose, lungs, mucosa of eyes,
genitals or through a sore or broken and abraded skin. We can prevent illness at
this stage by preventing entry to the body (for example, by making sure all toys that
children put in their mouths are clean, having children, parents and staff wash and
dry their hands, covering wounds) and by immunisation. Whether a person
develops illness after this germ has entered the body depends on both the germ

Common Diseases in Childcare Services
Cytomegalovirus is spread through urine and saliva causes a flu-like illness with
fever, sore throat and swollen glands although it does not usually cause illness in
healthy people, and they may be unaware that they have been infected.
• Wash their hands regularly, especially after contact with urine and saliva and
after removing disposable gloves.
• Use disposable gloves (e.g. latex or vinyl) for activities that involve contact
with urine and saliva.
• Cover cuts with water-resistant dressings.
• Provide information to workers about CMV risks during pregnancy and work
practices to reduce the risk of infection. Keep training records.
• Regularly clean surfaces and items that are soiled with urine and saliva,
including nappy change mats, potties and toys.
• Implement hygienic nappy changing and toileting practices
• Instruct workers to inform their employer if they are pregnant or expect to
become pregnant.
• Advise workers to discuss CMV risks with their doctor if pregnant or planning
a pregnancy.
• Consider relocating workers who are pregnant, or who expect to become
pregnant, to care for children aged over two years of age.
Source: Cytomegalovirus (CMV) in early childhood education and care services
Infectious diseases can spread in a variety of ways:

• Through the air
• From direct or indirect contact with another person (including from a mother
to her unborn child)
• Soiled objects
• Skin or mucous membrane (the thin, moist lining of many parts of the body
such as the nose, mouth, throat and genitals)
• Saliva
• Urine
• Blood and body secretions
• Through sexual contact
• Through contaminated food and water.

Airborne Droplets from Nose and Throat
Some infections are spread when an infected person sneezes or coughs out tiny
airborne droplets. The droplets in the air may be breathed indirectly by another
person, or indirectly enter another person through contact with surfaces and hands
contaminated with the droplets. Some droplets are very fine and can be carried
long distances by air currents. This is known as an airborne spread and includes:
• Chickenpox
• Measles
• Tuberculosis
Other droplets are larger and travel less than one metre in the air. Examples are:
• Common cold
• Mumps
• Diphtheria
• Haemophilus influenza type b (Hib)
• Influenza
• Streptococcal sore throat
• Whooping cough (Pertussis)
• Pneumococcal disease
• Rubella
• Meningitis (bacterial) including meningococcal infection
• Parvovirus infection
Skin or Mucous Membrane (Lining of Nose and Mouth) Contact

Some infections are spread directly when skin or mucous membrane (the thin,
moist lining of many parts of the body such as the nose, mouth, throat and genitals)
comes into contact with other skin or mucous membrane. Infections are spread
indirectly when skin or mucous membrane comes in contact with contaminated
objects or surfaces.
Examples of diseases spread by skin or mucous membrane contact.

• Chickenpox
• Cold sores (herpes simplex)
• Conjunctivitis
• Hand, foot and mouth disease
• Molluscum contagiosum
• Ringworm
• Scabies
• School sores (Impetigo)
• Staphylococcus aureus
• Thrush
• Warts (common, flat and plantar)
Saliva
Some infections are spread by direct contact with saliva (such as kissing) or indirect
contact with contaminated objects (children sucking and sharing toys).
Examples:
• Glandular fever (Mononucleosis)
• Cytomegalovirus infection (CMV)
• Hepatitis B
Urine
Some infections are spread when urine from an infected person is transferred from
soiled hands or objects to the mouth.
Example of a disease spread by urine:

• Cytomegalovirus (CMV)
Faecal-oral
Some infections are spread when microscopic amounts of faeces from an infected
person are passed directly from soiled hands to mouth or indirectly by way of
objects, surfaces, food or water soiled with faeces, to another. An infected person
Examples of diseases spread from faeces:

• Campylobacter infection
• Rotavirus infection
• Cryptosporidiosis

• Salmonella infection
• Giardiasis
• Thrush
• Hand, foot and mouth disease
• Shigella infection
• Hepatitis A
• Viral gastroenteritis
• Worms
Blood
Some infections are spread when blood or other body fluids from an infected
person comes into contact with the mucous membranes (the thin, moist lining of
many parts of the body such as the nose, mouth, throat and genitals) or
bloodstream of an uninfected person, such as through a needle stick or a break in
the skin. The transmission of these infections is extremely unlikely in the child care
setting.
Examples of diseases spread through blood/body secretions:

• Hepatitis B
• Hepatitis C
• Human Immunodeficiency Virus (HIV)
• Cytomegalovirus (CMV) infection
Sexually Transmitted Infections

These infections are most commonly transmitted by sexual contact. Sexual contact
means:
• genital to genital
• oral to genital
• oral
• genital to anal.
Examples of sexually transmitted infections:

• Chlamydia infection
• genital herpes

• genital warts
• gonorrhoea
• hepatitis B
• human immunodeficiency virus (HIV) infection
• non-specific urethritis (NSU)
• pubic lice (crabs)
• syphilis
• trichomoniasis
Food or Waterborne Diseases

These diseases result from ingestion of water or a wide variety of foods
contaminated with disease-causing microorganisms or their toxins. Often these
infections are also spread by the faecal-oral route.
Examples of food or waterborne diseases:
• botulism
• Campylobacter infection
• cholera
• Cryptosporidium infection
• haemolytic-uraemic syndrome
• Listeria infection
• Salmonella infection
• Shigella infection
• typhoid and paratyphoid
• Yersinia infection
Diseases Where Person-to-Person Spread Occurs Rarely, If Ever

Some infectious diseases are almost never spread by direct contact with an
infected person. These diseases are usually spread by contact with an
environmental source such as animals, insects, water or soil.
Examples of diseases spread by contact with animals:

• cat-scratch disease
• hydatid disease
• psittacosis

• Q fever
• rabies
• toxoplasmosis
Examples of diseases spread by insects and in the examples listed below,

specifically by mosquitoes:
• Barmah Forest virus infection
• dengue fever
• malaria
• Ross River virus infection
Examples of diseases spread by contact with water or soil:

• amoebic meningitis
• legionella infection
• tetanus
Breaking the Chain of Infection

To stop infections spreading, you can break the chain of infection at any point
through:
• effective hand hygiene
• exclusion of ill children, educators and other staff
• immunisation
• cough and sneeze etiquette
• appropriate use of gloves
• effective environmental cleaning.
If these are not done properly, the many other processes that support infection
control, such as cleaning and food safety procedures, will not work well.

1.5.3 Exclusion of Ill Children
It is important to identify and record signs of ill health in children and staff members
at child care workplaces.
Encourage parents to tell the staff when their child or other family members have
been ill.
If a child appears to be sick or if the child appears itchy or is scratching more than
usual:
• Check the child for signs of fever, skin irritation or rashes;
• Record the symptoms;
• Notify
• Isolate the child from others;
•
• Wash your hands before touching another child.
Staff members should seek medical advice if they are concerned and have not
been able to contact th
When staff members are handling sick children, they should not place their fingers
in their mouths, scratch themselves or rub their eyes and they should ensure that
they have covered cuts or other broken skin that they may have.
Exclusion of Sick children and Educators
the spread of infection in the child care centre. The spread of certain infectious
diseases can be reduced by excluding a person, who is known to be infectious,
Source: NHMRC -
Parents may find an exclusion ruling difficult, and some parents may place great
parents are under great pressure themselves to fulfil work, study or other family
commitments. This may lead to stress and conflict between parents and centre
staff.

It is important that as part of the enrolment process staff discuss the exclusion
process and the legal requirements so that emotions, feelings and issues of
inclusion and exclusion, fair and unfair behaviour, bias and prejudice do not
interfere with later decisions to exclude children due to illness.
In following the NQS, we need to ensure that families are informed about and
any relevant exclusion periods.
supported and promoted

NQS Element 2.1.2 Effective illness and injury management
and hygiene practices are promoted and implemented.
All centres will have a policy outlining the exclusion policy and procedures, as well
as any additional conditions that may apply. It is important to be familiar with this
policy.
The following are recommended minimum periods of exclusion, stated by the

Australian National Health and Medical Research Council Health, based on the risk
of infection but a child or staff member may need to stay at home longer than the
exclusion period to recover from an illness.
Recommended exclusion periods are based on the time that a person with a
s

Exclusion of Case Exclusion of contacts
Condition (e.g. the child with (e.g. other family
condition) members)
Any child with an
Exclude until all blisters
immune deficiency (for
Chickenpox have dried. This is usually at
example, leukaemia) or
(Varicella) least 5 days after the rash
receiving chemotherapy
first appeared in
should be excluded for
unimmunised children and
their own protection.
less in immunised children.
Otherwise, not excluded.
Exclude until the
Exclude until the discharge
discharge from the eyes
from the eyes has stopped
has stopped unless the
Conjunctivitis unless the doctor has
doctor has diagnosed
diagnosed non-infectious
non-infectious
conjunctivitis.
conjunctivitis.
Diarrhoea (no
organism Exclude until there has not
identified) been a loose bowel motion Not excluded
for 24 hours
Exclude until there has not

Giardiasis been a loose bowel motion Not excluded
for 24 hours
Hand, foot and Exclude until all blisters
Not excluded
mouth disease have dried
Exclusion is NOT necessary
if effective treatment is
commenced prior to the
Head lice
next day at childcare (i.e. Not excluded
(Pediculosis)
be sent home immediately
if head lice are detected).
Exclusion is not necessary
if the person is
developmentally capable
of maintaining hygiene
Herpes simplex practices to minimise the
(cold sores, fever, risk of transmission.
blisters) If the person is unable to
comply with these
practices they should be
excluded until the sores are
dry. Sores should be

covered by a dressing
where possible.
Exclude until appropriate
antibiotic treatment has
Impetigo (school commenced. Any sores on
Not excluded
sores) exposed skin should be
covered with a watertight
dressing.
Influenza and
influenza-like Exclude until well Not excluded
illnesses
Immunised and immune
contacts are not excluded.
Non-immunised contacts
of a case are to be
excluded from child care
until 14 days after the first
day of appearance of rash
in the last case, unless
Exclude for 4 days after the immunised within 72
Measles
onset of the rash hours of the first contact
during the infectious
period with the first case.
All immune-
compromised children
should be excluded until
14 days after the first day
of appearance of rash in
the last case.11
Exclude until well and has
Meningitis
received appropriate Not excluded
(bacterial)
antibiotics
Meningitis (viral) Exclude until well Not excluded
Exclude until appropriate
Meningococcal
antibiotic treatment has Not excluded
infection
been completed
Contacts that live in the
Exclude until five days after same house as the case
starting appropriate and have received less
Whooping cough than three doses of
antibiotic treatment or for
(pertussis) pertussis vaccine are to
21 days from the onset of
coughing. be excluded from the
centre until they have
had 5 days of an

appropriate course of
antibiotics. If antibiotics
have not been taken,
these contacts must be
excluded for 21 days after
their last exposure to the
case while the person
was infectious.
For a more detailed list of exclusions, please refer to:

• Recommended minimum exclusion periods for infectious conditions
for schools, pre-schools and child care centres from the NHMRC
website http://compliantlearningresources.com.au/network/wp-
content/uploads/2018/02/Recommended-Minimum-Exclusion-Periods.pdf
•
5th Edition (2013)
• Go to Sparkling Stars Infection Control and Hygiene in Children and watch

the following video: 3- Guidelines.
Involvement of Parents
infection control (hygiene) and exclusion when the child is enrolled. Encourage
parents to return and discuss these policies with you. The exclusion policy is often
the policy most likely to cause concern.
Make sure that parents understand why the centre has an exclusion policy. Most
parents will appreciate your attempts to prevent illness in their children. In
Ask parents to encourage their children to wash and dry their hands on arrival at
the centre and when leaving.
Your local public health authorities can assist you with these situations or if you
have questions about exclusion.
into care should be considered only as an advice, not as a rule. The Director should

Whenever a child is excluded, take the opportunity to review your infection control
procedures with all carers. In particular, check that hand washing procedure are
being followed and maintained.
The need for exclusion depends upon:

• The ease with which the infection can be spread
• The ability of the infected person to follow hygiene precautions
• The severity of the disease
The exclusion procedure is used to:

• Identify when symptoms or a medical diagnosis fit a condition with an
exclusion period; Refer to the table below for the recommended minimum
periods of exclusion
• Advise the parents or staff member when they may return to the centre
The following steps must be taken within 24 hours of recognition:

• Institute infection control measures
• Contact your local PHU & seek advice on managing the outbreak
• Advise all staff and parents/guardians of children
• Post signage at entrance of facility and on bathroom doors
• Monitoring and surveillance of children and staff

1.5.4 Personal Protective Equipment
What is personal protective equipment (PPE)?
PPE is clothing or equipment designed to control risks to health and safety in the
workplace.
It includes:
• body protection - gloves, aprons
• eye protection - goggles, sunglasses
• foot protection - appropriate closed in shoes
• head/face protection - sun hats
• substances used to protect health - sunscreen
PPE is the least satisfactory solution to health and safety problems in the workplace,
as it does not address the hazard it only provides a shield to protect our health
and safety.
This said, it is still important that they are used to protect the health and safety of
you and the children.
That means that if your employer requires you to use PPE, you must use it. If you
refuse to wear or use your PPE, your employer can take disciplinary action.
Tell your employer if the PPE becomes damaged, broken or if the PPE supplies,
such as gloves, are running low to ensure they can be ordered.
If you see someone not using PPE when they should be, it is important you inform
them of the correct procedure that is set in the policy and that the PPE is needed
to be used.
What does my employer have to do?

Your employer must provide you with PPE where it is necessary to ensure your
health and safety at work.

If your employer requires you to use PPE, they must provide you with adequate
instruction and training.
Your employer must also ensure that the PPE is provided in a clean and hygienic
condition and is properly maintained.
1.5.5 Safety Signs

Standard safety signage should be displayed throughout the workplace to alert staff
and children of any potential risks and hazards that may be in the area.
Signs and symbols you see in the workplace are to remind you or tell you about
something. These physical reminders assist us to remember to follow good
workplace health practices.
Dangerous Goods

Dangerous Goods Classifications
The Globally Harmonized System of Classification and Labelling of Chemicals
(GHS) is a single internationally agreed system of chemical classification and hazard
communication through labelling and Safety Data Sheets (SDS).
Dangerous Goods Signage
Explosive Flammable Oxidising
Gases Under Pressure Acute Toxicity Health Hazards
Corrosive Chronic Health Hazards Environmental

Emergency Information
Square or rectangle: GREEN or RED background, white symbol
Common Fire Equipment and Safety Signage
Fire Blanket Fire Telephone Fire Hose Reel
Fire Hose Reel Fire Equipment Fire Stairs
Fire Extinguisher
Common First Aid and Safety Signage
Automated External Emergency Breathing Emergency Eye

Defibrillator Apparatus Washer
Emergency Shower Emergency Stretcher Emergency Phone
First Aid Fire Exit Direction

Caution Be careful
Triangle: YELLOW background, black border and symbol
Common Warning Signage
Beware Wet Paint Electrical Hazard Biochemical Hazard
Beware of
Beware Of Lifting Radiation
Vehicles/Traffic
Poisonous Materials Slip Hazard Trip Fall Hazard
Beware Steps Beware Pedestrians

Mandatory Information
Circle: BLUE background, white symbol/picture inside
Common Notice Signage
Protective Eyewear
Earmuffs Must Be Face Masks Must Be
Must Be Worn At All
Worn Worn
Times
Child Supervision Must Remain Locked

Gloves Must Be Worn
Required At All Times
Safety Clothing Must

Safety Vest Required
Be Worn

Stop and Prohibition
Circle: WHITE background with RED borders and crossbar; black symbol
Common Information Signage
No Unauthorised
No Pictures/Cameras No Smoking
Access
Potable (Drinkable)
Non-Drinkable Water No Sharps/Needles
Water
Wheelchair Access

1.6 Workplace Emergency Procedures
1.6.1 Fire and Evacuation Drills

The Education and Care Services National Regulations 2011, Regulation 97 states,
under regulation 168 must set out:

• instructions for what must be done in the event of an emergency; and
• an emergency and evacuation floor plan.
And be displayed in a prominent position near each exit at the education and care
service premises, including a family day care residence and approved family day
care venue.
The centre must have evacuation drills every 3 months and the procedures and
outcomes of these drills documented.
Through regular drills, the children and staff become familiar with the procedures
and will learn quickly how to react to emergency situations.
Children should be prepared for the drills and know the procedures they need to
follow. Having a discussion and walking through the procedure slowly can assist
children and helps to alleviate any fears of the child.
Please make yourself familiar with the evacuation procedures in your centre as
roles and responsibilities may vary from centre to centre.
Evacuation Procedure
UPON DISCOVERY or NOTIFICATION OF FIRE Blow the air horn/whistle to
alert all children, staff, visitors and parents of the emergency.
Remember to remain calm and do not give a sense of panic, reassure the children
and alert the fire brigade if any children or staff are missing.
The Lead Educator in each room with help from Educators shall:
• Immediately move all children from the building of the emergency to the
external evacuation assembly point (see Evacuation map for assembly point),

using evacuation cots for babies and toddlers, taking attendance sheets/
class roll, gate keys and first aid kit, and collect any emergency medication
e.g. EpiPens, asthma medication, etc. for children in attendance.
• DO NOT
exit the building with the children safely.
• Staffs are to check all areas of the room are empty and close all windows
and doors (including bathrooms, cot rooms, art rooms, storerooms) as you
leave.
• Ensure that family members and visitors within your room follow your
direction to evacuate with your group to the designated assembly point.
• Once assembled at the external evacuation assembly point, mark off each
child on attendance sheet,
• Report numbers of children to Nominated Supervisor (Director).
• Ensure all staff are accounted for/ assist other rooms where possible. Any
staff that are on breaks, programming or study need to return to their rooms
ASAP and assist staff to evacuate children.
The Nominated Supervisor (Director) or delegate will:

•
• Take mobile phone and centres emergency contacts for all children.
• Check numbers of children and staff in attendance and inform parents of the
emergency. If a drill evacuation, parents to be notified on the collection of
the child.
• The Nominated Supervisor or delegate will take further instruction from the
Fire Department and inform staff when it is safe to re-enter the building.
1.6.2 Emergency Evacuation Procedures

• The Emergency evacuation plan should be displayed prominently in each
room and the entrance of the building.
• Emergency numbers should be located near telephones and emergency
evacuation plan
• Educators should be fully trained and practised in emergency procedure
• Educators need to know the location of and how to use fire extinguishers
and fire blankets

• Children need to be taught to respond to a particular signal that is only used
for emergencies, such as a whistle and know what to do in an emergency
situation.
• Have a cot with wheels that will fit through a standard doorway, to safely
evacuate infants and toddlers.
• All team members should be assigned specific roles as part of the preparation
for emergencies.
• A system needs to be in place to account for all people, including children,
educators and any parents, students or other people who may be visiting at
the time of the emergency. (Children sign in sheets, and staff and visitor sign-
in/out book should be used to mark off a roll of all people in the centre.)
• Parents need to be aware of the emergency procedures for the centre and
informed if there is an emergency evacuation and also need to be informed
if their child has been involved in a drill.
• Assembly points- Assembly points should be carefully selected to ensure it a
safe distance from any hazard. A safe assembly area may be a neighbouring
yard, a shop, local park, etc. this will depend on the geographic area in
which the service is situated
o In the event of a widespread emergency such as flooding or bushfire
where whole streets must be evacuated, it is likely that the assembly point
will be nominated by the evacuation personnel.
o It would be important to alert emergency personnel of the need for
assistance with transportation and ensure that an educator is transported
with the children.
An emergency kit should be prepared for staff to take during the evacuation. It
should include:
• first aid kit, torch
• notepad and pens
• scissors, whistle
• mobile telephone
• spare keys to the building
• daily attendance records of children, staff and visitors
• emergency contact details (telephone numbers) for parents
• water, bottles, nappies, wipes etc.
• spare clothes

• the telephone number of the nominated person for emergency contact for
staff,
• the telephone number for management, owner, and licensing authority.

Chapter Review
Knowledge Check
• List the core values of the Early Childhood Code of Ethics.

• Identify the approved National Learning Frameworks that are linked
to the NQS.
•
• What steps should be taken when you suspect a child is ill?
• What are items that should be included in an emergency kit?
Summary
Remember these key points:
• The Code of Ethics describes the quality practice and the overall
aims of the early childhood profession. The Code of Ethics puts
forward underlying ethical principles that every educator should
follow in an Early Childhood Education and Care service.
•
standard (benchmark) for early childhood education and care, and
outside school hours care services in Australia. The NQS is linked
to the National Learning Frameworks that recognise children learn
from birth.
• A harmonised workplace health and safety (WHS) legislation has
been introduced across States and Territories to Australia. The WHS
Act will make it easier for businesses and workers to comply with
their requirements across different states and territories.
• Each Early Childhood Education and Care services must have their
own policy and procedures in place to meet their responsibilities
under the Workplace Health and Safety Act, and the State and
Commonwealth legislation.
•
manual tasks, infections, and illnesses. Thus, it is important to be
familiar with existing WHS legislations, policies, and risk controls,
such as PPE and safety signs.
• Finally, the Education and Care Services National Regulations 2011,
Regulation 97 requires that all child care centres must have
emergency and evacuation procedures.

Activity
Do you want to further improve your skills? Try this!
Ide nt i fy t he poli c y.
The S pa r kli ng St a r s E duc at i on a nd Ca r e C e nt re
ha ve a s e t of pol ic i e s a nd pr oc edur e s t ha t
de t e r m i ne how s t a ff c a r ri e s out t he ir dut i e s . The s e pol i ci e s
c a n be a c c es s e d vi a t he Inte r ne t or by fol l ow i ng t he li nk
b e l ow :
S par kli ng St ars P olic ies & P rocedur es
( Us e r na m e : l e ar ne r Pa s s w or d: s t udyha r d )
Re a d e ac h of t he e x a m ple s be l ow whe r e a st a ff m e m be r ha s
not foll ow e d a S pa r kl i ng St a r s pol i c y. E xa m i ne ea c h one a nd
de t e r m i ne w hi c h S pa r kl i ng St a r s pol ic y you w oul d poi nt t he
s t a ff m e m be r t o, i n or de r t o s ol ve t he i s s ue . S el ec t t he
s ui t a bl e pol i c y fr om t he l i s t bel ow . The n r e fl ec t on w ha t
a c t i on Ki m , P hoe be , Ric ha r d a nd S abr i na s houl d ha ve t a ke n
i n e a c h ci r c um s ta nc e .
P ol ic i e s:
• Wor kpl a c e He alt h a nd S a fet y
• C onfi de nt i a l it y
• S unc a r e
• E qui pm e nt
Look a t t he fol l ow i ng que s t i ons a nd de c i de i f you t hi nk t he r e

i s a br e ac h of t he dut y of c a r e. Wha t Qua l i t y Ar e a w oul d ea c h
of t he s e s i t uat i ons fa ll unde r i n t he Na t i onal Qual it y
Fr a m e w or k?
A c hi l d di d not w e a r s uns c r e e n or a ha t dur i ng out door pl a y

?
A c hi l d cl i m be d ove r t he fe nc e a nd w a s out s i de of t he c e nt r e
g r ounds w i t hout
care
The g a t e w as hel d ope n w he n a del i ve r y w a s m a de at t he

c e nt r e . A c hil d w a nde r e d out of t he c e nt r e a nd t o t he

CHAPTER 2: IMPLEMENT SAFE WORK PRACTICES
Applying the principles of good practice

Child safe organisations require a policy framework that addresses specific
These include:
• tion of children
• how all staff recognise and respond to suspicions of child abuse and neglect
• standards of care for ensuring the safety of children including standards for
addressing bullying by children within the centre
• codes of conduct for all staff within the centre
• standards of care for all staff within the centre that reflect the duty of care to
children.
ECA Code of Conduct

Every staff member in an Early Childhood Education and Care service/centre
should know the Code of Ethics off by heart. This code
provides a framework for thinking about the ethical issues that early childhood
professionals encounter in their everyday work.
Rather than being a set of rules to follow, the Code is an aspirational document
which provides an ethical compass
14).
Committing to or using the Code is about being willing to recognise the

complexities inherent in our work and the need to think carefully before acting.
The Code is made up of various sections which identify commitments to:
• children
• families
• colleagues
• profession
• community and society

Policies are not easy fixes
No policy or procedure can guarantee child safety, but by implementing good
practice principles, centres may promote child safety and wellbeing while
minimising the risk of harm to children.
Training and education are the best ways to ensure that everyone in the centre
and comfortable in discussing safety issues.
Training and support also promote an awareness of the appropriate standards of

safety required to be met by staff to ensure that the centre meets its duty of care
when providing services to children.
Some practices centres should be using include:

• Encouraging children to use simple rules of hygiene including hand washing
and basic dental care
• Ensuring equipment and toys are regularly cleaned/washed and well
maintained
• Keeping facilities such as bathrooms, kitchens, sleep and rest and play areas
clean
• Using hygienic toileting and nappy change methods
• Using hygienic procedures for wiping noses
• Displaying clear signs about the service's hygiene procedures
• Hygienic food handling, preparation and storage and rubbish removal
• Encouraging families to keep sick children at home

2.1 Implement WHS Procedures and Work Instructions
The NQS has requirements under various Quality Standards for every centre to
ensure that policies and procedures are developed and implemented to cover the
following areas:
regulation
Sleep and rest
81
2.1.1 Education and care service must have
regulation
policies and procedures in relation to sleep
168(2)(a)(v)
and rest for children
regulation
Infectious diseases
88
regulation
First aid kits
89
regulation
Administration of medication
93
regulation Exception to authorisation requirement

2.1.2
94 anaphylaxis or asthma emergency
regulation Procedure for administration of

95 medication
regulation
Self-administration of medication
96
regulation
First aid qualifications
136
2.1.2, 2.1.3, regulation

Health, hygiene and safe food practices
2.2.1 77
regulation
Incident, injury, trauma and illness policies
85
and procedures
regulation Prescribed enrolment and other

2.1.2, 2.2.2,
177 documents to be kept by approved
2.2.3
provider
regulation Prescribed enrolment and other

178 documents to be kept by family day care
educator

regulation
Medical conditions policy
90
regulation Medical conditions policy to be provided

91 to parents
2.1.2, 2.2.1 regulation
Medication record
92
Health information to be kept in enrolment

regulation
record, including the immunisation status
162
of the child
regulation Notification to parents of incident, injury,

2.1.2, 2.2.1, 86 trauma and illness
2.2.2, 2.2.3 regulation
Incident, injury, trauma and illness record
87
2.1.2, 2.1.3, regulation Education and care service must have

2.2.1, 2.2.2 168 policies and procedures
regulation
Food and beverages
78
regulation
2.1.3, 2.2.1 Service providing food and beverages
79
regulation
Weekly menu
80
regulation Tobacco, drug and alcohol-free

82 environment
2.2.1 Staff members and family day care
regulation
educators not to be affected by alcohol or
83
drugs
regulation
2.2.3 Awareness of child protection law
84
regulation Children leaving the education and care

99 premises
regulation Risk assessment must be conducted

2.2.1
100 before excursion
regulation
Conduct of risk assessment for excursion
101

regulation
Authorisation for excursions
102
regulation Authorisations to be kept in enrolment

161 record
regulation
Children not to be alone with visitors
166
regulation
274 Swimming pools
NSW
regulation
Safety screening clearance staff
344
members
Tasmania
regulation
345 Swimming pool prohibition
Tasmania
regulation
Emergency and evacuation procedures
97
regulation Telephone or other communication

2.2.2 98 equipment
Child enrolment records to be kept by

regulation
approved provider and family day care
160
educator
regulation Authorisations to be kept in enrolment

161 record
regulation Health information to be kept in enrolment

162 record
Source: Adapted from Quality Improvement Plan template (2017)
As we learnt earlier, your centre will have many policies, procedures and practices
but just how do they fit together?
Policy
A policy describes the guideline or rule to be followed. A policy states the centre's
stance on a range of topics relating to the service provided and gives a framework
for decision making and ensures consistent practice.

Procedure
A procedure will detail the action to be taken to address the policy and outlines the
implementation process. It facilitates decision making, provides consistency and
independence and enhances effective management and teamwork.
Practice
The activities carried out to apply the policy as outlined in your policies and
procedures.
Work Instruction
A work instruction is a sequence of steps that describe a sequence of work required
to achieve a task efficiently and safely, using the tools in your workplace.
A work instruction will be written by experienced staff who will consider the
following:
• Hazard inspection
• Risk assessment
• PPE list
• Tools and equipment list
• Work sequence and required job outcome
Following the work instruction should allow a new staff member to safely and
efficiently complete the task after an example demonstration.
It is very important that you follow every step of the work instruction to meet safety
standards.
If you are unsure or do not understand your job role or instructions provided to
you by your supervisor (Lead Educator or Nominated Supervisor/Director) it is
important that you ask for clarification. It is always better to use your imitative and
clarify your understanding than complete the task incorrectly.
An example work instruction for changing nappies is on the next page. Read
through the instructions carefully, are there any steps or extra instructions you
might add?

Work instruction for: Sparkling Stars Early Education and Care Centre
Written by:
Date:
Supervisor has ensured the person completing the task has read and understood
the work instruction.
Signature: Date:
Worker has read and understood the work instruction before commencing the
task.
Signature: Date:
Description of job task: Changing Nappies
Identified risks / Hazards and required methods of control

Cross-contamination from urine, faeces, blood PPE required
Manual Lifting injury administration: procedure to be followed
Safe steps to complete the job (write dot point step by step instructions)
1) Wash your hands thoroughly, and dry them.
2) Check cleanliness of change table or mat.
3) Prepare change table or mat with a folded towel for a child to lay on.
4) Make sure you have all the materials you need within your reach.
5) Let the child know that you are going to change their nappy. Always
approach them from the front when picking them up or leading them to
the change area.
6) Lift the child onto the change mat, using the correct lifting techniques as
specified by occupational health and safety standards and People Lifting
Code of Practice.
7) Interact appropriately with the child, e.g. smiling and talking continuously
whilst changing their nappy.
8) Undress the child then put gloves on to change their nappy. You should
always wear gloves when changing nappies.
9) Take the nappy off.
10) Using a cloth and warm soapy water to clean in the creases of the baby's
bottom, genitals and thighs. Place the used cloth into the cloth bucket and
dry the baby with a clean cloth.

11) Apply creams or lotions, if needed, using a cotton bud or cotton wool.
12) Dispose of the used nappy into a nappy bucket. You should use the sluice
to remove the faeces before putting the nappy in the nappy bucket.
13) Remove your gloves without touching the outside of the glove and place
them in a bin as soon as the soiled nappy is removed to prevent the spread
of infection.
14)
bottom. Put the baby's clothes back on, or replace them with clean clothes
if necessary.
15) Wash the child's hands. Return the child to their play area.
16) Clean the change area with warm soapy water or safe cleaning product.
17) Wash and dry your hands.
Required equipment/tools
Lotion, wipes, change table/mat, towel, latex gloves, soap, fresh nappies
Required Personal Protective Equipment

Gloves
Training/instruction required before operation

Nappy changing procedure
WHS Policies
Demonstration of task by supervisor

2.2 Safe Housekeeping Practices
A large part of your job role and responsibilities towards Workplace Health and
Safety will be to ensure that certain cleaning tasks are performed regularly:
Benches, tables, chairs and highchairs

Clean all benches, tables, chairs and highchairs after use, especially after meal
times and activity times, with warm soapy water. After the initial cleaning process,
disinfectant can be used if required.
At the end of the day: check all furniture items are clean and ready for the morning.
When cleaning benches, tables and
side rather than placing them on tabletops when you clean the floor.
Toys
At the end of each day, all toys need to be washed and disinfected or if suitable
wash them in the dishwasher. Mouthed toys need to be constantly cleaned and if
a toy has been mouthed and discarded, immediately wash in hot soapy water
before returning it to the child. Washing all toys will help reduce the risk of cross-
infection.
Floors
Sweep and mop floors after each meal, and especially after a messy activity. Always
every one of the risks. Regular sweeping and mopping ensure the floor is safe from
slip and trip hazards at all times and helps to prevent cross-contamination as the
children, especially infants and toddlers, are often moving around on the floor
during play. The floor should be cleaned with environmental friendly floor cleaner
using the appropriate bucket and mop for the area. Many centres will have a colour
code system for each area that requires a mop and bucket. Different coloured
equipment will be used for bathrooms, playrooms and kitchens to prevent cross-
contamination from one area of the centre to another.
Mats
Mats should be vacuumed as necessary during the day, especially if there has been
a spill (e.g. sand), and again at the end of the day.

Bins
Bins containing bodily excretions and bins containing food scraps must be covered
at all times and emptied at the end of each day. Bins should be clean weekly or as
required. A disinfectant on the nappy bin may be required as well.
Toilets, Potties and Bathroom Areas

Potties are washed after each individual use.
Toilets and the bathroom areas will need to be cleaned once in the middle of the
day (usually during rest time), again at the end of the day. Any toileting accidents
or water spillages that occur may require a further clean. Bathroom areas need to
be cleaned with hot water and detergent, followed by disinfectant to prevent cross-
contamination of germs from the children using the bathrooms and also ensures
the floors are dry to prevent slipping.
Bathroom cleaning must include the following items/areas:

• inside and outside of toilets
• hand basins
• taps
• window ledges and windows
• mirrors
• floors
• bins
The Nappy Change area should be cleaned after each individual nappy change and
thoroughly cleaned and left to air dry at the end of each day.
Linen, Blankets and Sleeping Mats

Each child should be allocated their own set of bed
linen, blankets and sleeping mat. Each should be
stored separately.
Cots, mattresses and linen are washed between each

use or at the end of each week.
Bed linen must b
least once a week. Sleep mats need to be disinfected after each use.

Use a washing basket to carry used linen to ensure germs are not transferred onto
your clothing. Linen should be washed in hot water.
Cleaning Cloths
To help stop the spread of germs and bacteria from one surface to another,
different coloured cloths should be used for each task or duty, e.g. red cloths for
cleaning tables, yellow cloths for cleaning floors. Each care service will have its
own procedure to follow.
Sample cleaning schedule for a centre:
Wash
Cleaning In A Wash Daily and Weekly
Washed After Each
Child Care When Visibly And When
Use
Centre Soiled Visibly
Soiled
Wash tap handles,
toilet seats, toilet
As required and
Bathrooms. handles and door
especially if a
knobs. Check
toileting accident
bathroom during
occurs.
the day and clean if
soiled.
Nappy Changes General area
Mat
area
Those at high risk of
being put in the
Those that have
Toys and objects mouth. E.g. home
been mouthed
corner food, babies
toys and rattles etc.
Those with
frequent children
contact
Surfaces
E.g. bench tops,
taps, cots, tables
and chairs
If each child does If each child does
Mattresses,
not use the same not use the same
mattress covers
mattress cover mattress cover
and linen
every day. If child every day.

comes less than 5
days
Door knobs. All
Floors (sweep
All
and mop)
Low shelves and
self-choice All
shelves
Other surfaces
often touched
by children All
doors, window
sills, etc.
Source: Staying Healthy in Child Care 4th Edition
2.2.1 Contribute to Safe Work Practices

Your biggest contribution to safe work practices in the workplace is to follow
policies, procedures and work instructions accurately. It is important that whilst you
are carrying out your duties and performing your job role that you are constantly
monitoring for workplace hazards and risks.
In some instances, Workplace Health and Safety policies and procedures may need
to be updated, or there may be a reason as to why a staff member cannot follow
them. This may be due to the fact that the staff member does not fully understand,
or that they may need some extra training and guidance about what is required.
The supervisor must be informed of these circumstances. It is not appropriate to
just ignore them as it could lead to some major workplace health and safety issues
later on.
One of your tasks will be to perform daily risk assessments of the workplace using
a checklist or risk assessment tool.

2.2.2 Raise WHS Issues with Designated Persons
Assisting with risk assessment will be an important part of your role as an educator
working with children and young people.
welfare. Your manager and other colleagues will have overall responsibility for risk
assessments. However, they will rely on staff to help them to gather information
and to recognise hazards and risks for employees, children and visitors.
In order to make risk assessments, we next have to learn how to recognise hazards
and risks.

2.3 Risk Control Process
When a risk assessment has been determined that people are at risk of injury or
illness due to a hazard, employers must take action to eliminate the hazard or
minimise the risk.
identify all foreseeable hazards that could harm

1. Hazard Identification employees or any other person at their workplace.
The employer must assess the risk that someone may

2. Risk Assessment be harmed by that hazard
eliminate risks, or implement controls to minimise the

3. Control the Risk risk
evaluate the effectiveness of the controls to ensure

4. Evaluate circumstances have not changed.
Risk management is divided into four (4) primary activities. This includes:
2.3.1 Hazard Identification

The employer must take steps to identify all foreseeable hazards that could harm
employees or any other person at their workplace. The WHS Regulation identifies
a number of factors from which hazards must be identified. These include work
premises, work practices and systems, shift work arrangements, plant, hazardous
or biological substances, manual handling, the environment and potential for
violence.
What is a hazard?
potential to harm people.
Hazards can include objects in the workplace, such as a slippery wet floor or
dangerous chemicals. Other hazards relate to the way work is done. For example,
Source: http://www.worksafe.vic.gov.au
Some hazards in an education and care centre include:

• toys and equipment
• chemical hazards, such as cleaning materials and disinfectants

• biological hazards, such as airborne and blood-borne infections
• handling and moving equipment and children
• unattended children
• security of entry points and exits
• drug and medication administration
• visual or hearing impairment in children.
2.3.2 Risk Assessment

The employer must assess the risk that someone may be harmed by that hazard.
It is the overall process of estimating the extent of risk and deciding whether a risk
is tolerable.
What is a risk?
risk will depend on factors such as how often the job is done, the number of
Source: http://www.worksafe.vic.gov.au
Risk is defined as the chance or likelihood that harm will occur from the hazard.
Likelihood Almost certain Is expected to occur in most circumstances

Likely Will probably occur in most circumstances
Possible Could occur at some time
Unlikely Not likely to occur in normal circumstances
Rare May occur only in exceptional circumstances
For example, the risk of someone tripping on a damaged floor surface will depend
on:
• the extent of the damage,
• the number of people walking over it,
• the number of times they walk over it,
• whether they are wearing sensible shoes, and
• the level of lighting in the area.

After rating the likelihood the next step is to decide what consequence or impact
the hazard will have on someone if the situation does occur.
Consequence Insignificant Injuries not requiring first aid
Minor First aid required
Moderate Medical treatment required
Major Hospital admission required
Severe Death or permanent disability
Combining both answers together and matching the results on the matrix below
will show you the priority that is required to deal with the problem.
Risk Rating Matrix
Consequence
Insignificant Minor Moderate Major Severe
Certain Medium High High Very Very
High High
Likely Medium Medium High High Very
Likelihood High
Possible Low Medium High High Very
High
Unlikely Low Low Medium Medium High
Rare Low Low Medium Medium Medium
Act immediately to minimise the risk.
Eliminate, substitute or implement engineering

control measures.
Very
Priority of High
Remove the hazard at the source. An identified
Risk extreme risk does not allow scope for the use of
administrative controls or PPE, even in the short
term.
Act immediately to mitigate the risk.
High

Eliminate, substitute or implement engineering
control measures.
If these controls are not immediately accessible, set

a timeframe for their implementation and establish
short-term risk reduction strategies for the
timeframe. An achievable timeframe must be
established to ensure that elimination, substitution or
engineering controls are implemented.
NOTE: Risk (and not cost) must be the primary

consideration in determining the timeframe. A
timeframe of greater than 6 months would generally
not be acceptable for any hazard identified as high
risk.
Take reasonable steps to reduce the risk. Until
elimination, substitution or engineering controls can
be implemented, introduce administrative or
personal protective equipment controls. These
solutions. The time for which they are established

must be based on risk. At the end of the time, if the
risk has not been addressed by elimination,
substitution or engineering controls a further risk
assessment must be undertaken.
Medium
Interim measures until permanent solutions can be

implemented:
• Develop administrative controls to limit the use or
access.
• Provide supervision and specific training related
to the issue of concern. (See Administrative
Controls below)
Low Take reasonable steps to lessen and monitor the risk.
Implement permanent controls in the long term.
Permanent controls may be administrative in nature
if the hazard has low frequency, rare likelihood and
insignificant consequence
Interim measures until permanent solutions can be
implemented:

• Develop administrative controls to limit the use or
access.
• Provide supervision and specific training related
to the issue of concern. (See Administrative
Controls below)
Conduct a Workplace Risk Assessment

There are various tools and templates available to assist you in conducting a
Workplace Risk Assessment. It is important that they are adapted to be specific to
your workplace.
Inspect the Workplace

Regularly walk around the centre and observe how things are done, this can help
you predict what could or might go wrong. Look at how people actually work, how
equipment is used, what chemicals are around and what they are used for, what
safe or unsafe work practices exist as well as the general state of housekeeping.
Things to look out for include the following:

• Does the work environment enable workers to carry out work without risks
to health and safety (for example, space for unobstructed movement,
adequate ventilation, suitable lighting)?
• How suitable are the tools and equipment for the tasks and how well are they
maintained?
• Have any changes occurred in the centre which may affect health and
safety?
As you walk around, you may spot straightforward problems, which you can action
immediately, for example cleaning up a spill. If you find a situation where there is
an immediate or significant danger to the children, move the children to a safer
location first and attend to the hazard urgently.
Make a list of all the hazards you can find, including the ones you know are already
being dealt with, to ensure that nothing is missed.
Use a checklist designed to suit your workplace to help you find and make a note
of hazards. An example of a completed checklist is on the next page.

Action required:
Issue • Remove risk
Compliant Level of Risk (Red, Date
Identified Hazard • Control
YES/NO Amber, Green) rectified
YES/NO measure
(describe)
Outside
Fencing is secure and YES NO
unscalable.
• No breaches in
the fence
• No materials
nearby to assist
children to
scale the
fence.
Playground NO YES Dog faeces in ELIMINATE faeces
• free of syringes sandpit removed; sandpit
raked and sprayed
• free of foreign
with disinfectant.
matter
Children Isolated
• perimeter until sand dries.
fence,
• enclosed areas
• sandpit
o ensure no
animal faeces

o sharps or other
matter
Paths and paving YES NO
surfaces free of
slipping hazards, e.g.
sand.
Soft-fall and grassed YES NO
areas free from
hazards.
Tyres and other YES NO
playground
equipment - free of
snakes, spiders &
other insects.
Inside
Exits are clear. NO YES Boxes stacked ISOLATE boxes
in doorway removed and
stacked in
appropriate area
Heaters are guarded. YES NO
No hazardous NO YES Scissors left on VERY HIGH- ISOLATE removed
materials are within table possible/severe and stored in the
reach of children. correct area.

2.3.3 Control the Risk
As we have seen, wherever practical the employer should eliminate risks, however,
if this is not reasonably practical, an employer should implement controls to
minimise the risk to the fullest extent possible.
Control measures are the measures or actions that are taken to remove or reduce
the risk.
Whenever possible, the risk should be removed. When it cannot be removed,

measures must be taken to reduce the risk.
Evaluate
The employer should continuously evaluate the effectiveness of the controls
implemented to ensure they remain adequate or that circumstances have not
changed.
The Hierarchy of Control

The hierarchy of control is a list of control methods, in order of priority that can be
used as a tool to decide how you might approach eliminating or minimising
exposure to a hazard or risk.
The most effective way to manage risks involves eliminating them, or if that is not
possible, minimising the risks so far as is reasonably practicable.
In deciding how to control risks, it is best to consult with staff who will be directly
affected by this decision. Their experience will help you choose appropriate control
measures, and their involvement will increase the level of acceptance of any
changes that may be needed to the way they do their job.

Eliminate Most effective method for controlling the risk is to eliminate the hazard.
Example: A staff member tripped over an electric cord leading to an old wall-mounted fan. Fan
was broken and not required, so the fan and its cord were removed.
Substitute Replace one substance or activity with a less hazardous one.
Example: A staff member reported headaches after using bleach to clean the toilets.
Management researched alternative products (including their material safety data sheets),
decided to trial two different cleaning products.
Isolate
Isolate equipment or materials away from people by moving them or by installing a barrier to
prevent contact.
Example: In one section of the playground the artificial grass had lifted and was a trip hazard.
This area of the playground a barrier was put up to block off this area until the artificial grass
can be fixed.
Engineering
Redesign. This may involve redesigning the workplace, providing increased ventilation or
Controls
lighting or finding engineering solutions to make plant and equipment safer.
Example: One staff member has injured her back when lifting a toddler onto the nappy
change bench. A set of step could be installed so the children can walk up the step themselves
(this would be aided by the staff member by holding hands).
Administrative Training and information signs, low order level of control. Only used to control risks when
Controls
impracticle to control the risk through other methods.
Example: Training to idenitfy hazardous manual tasks, affects on the body and injury
prevention. Training to include information regarding control measures, selecting appropriate
manual handling techniques, using mechanical aids.
PPE
PPE (including clothing and footwear) could help reduce the risk. PPE focuses on the person
rather than the hazard. Should be used in conjunction with other measures.
Example: Using gloves when cleaning/ changing/ handling soiled clothing.

Eliminate
Substitute
Isolate
Engineering
Administrate
PPE

Sample Risk Assessment Tool
Identify the Activity Location Who may be at risk?
Identify hazards, risks and rate the risks

1. Divide the activity into tasks 3. List risk controls already in place
2. Identify the hazards and associated risks for each 4. Determine a risk rating using the Risk Rating Matrix
task
Risk Rating
Tasks Hazards Risks Existing Control
Likelihood Consequence Risk Rating Measures
Who conducted the Risk Assessment? Who approved the Risk Assessment?
Completed by: Approved by:
Signature: Signature:
Date: Date:

2.3.4 Monitor and Review Risk Controls
As risks can change, all control measures should be regularly reviewed to ensure
they remain effective.
Staff and employers should be asked the following:

• Did it work? Did the risk control address the identified hazard and likelihood
of it occurring?
• Did it create another hazard? The risk control may have addressed the initial
hazard but did it create another one?
Example: The child-care centre installed a shade structure over the sandpit to
control the risk of employees and children getting sunburnt. However, the
structure was too low, and employees complained about back pain because they
had to bend to get under it and may hit their heads.
2.4 External Safety Risks
Fencing
The external environment of a centre must be fully enclosed as per state/territory
safety check to ensure no breaches.
Wheel toys
Wheel toys are low risks, but you still need to consider that children who are just
beginning to walk may need assistance.
Glass
Any glazed area accessible to children must be in accordance with Australian
Standards for safety glazing, or meet the requirement that guardrails or barriers are
installed to prevent a child striking or falling against the glass.
Sandpit
Ensure that sandpits are fully covered at covered and regularly raked to dispose of
any animal faeces, other contaminants or potentially dangerous objects. If faeces
are found in the pit, it may have to be sprayed with a non-toxic disinfectant.

2.5 Indoor Risks
Glass
Any glazed area accessible to children must be in accordance with Australian
Standards for safety glazing or meet the requirement that guardrails or barriers are
installed to prevent a child striking or falling against the glass.
Heaters
Electrical Heaters must meet the relevant state/territory regulations both for child
care facilities and general safety. All heating units must have a low-temperature
exterior to minimise burn and fire risk.
Curtains/Blinds
The cords on curtains and blinds must meet safety regulations and be kept out of
reach of children as they can pose a strangulation risk. Other furniture such as
Furniture
Sharp edges of furniture should be capped or covered to minimise risks if children
bump or fall on them.
Toys
Always supervise children when they are playing with toys. Conduct risk
assessments for toys on a regular basis. Ensure no loose or damaged parts that
could be a choking hazard.
Other potential hazards

Attention needs to be paid to the following potential hazards.
• Electrical: cords,
reach. Unused power points must be plugged with protective caps.
• Water: all children require supervision around water to prevent drowning.
Spillages need to be mopped up immediately.
• Hot water requires a regulator to prevent scalds. A cup of tea can burn a
child.
• Surfaces: the floor or ground can present a tripping hazard if they are uneven.
• Plastic: bags or wrappings can cause suffocation.

• Chemicals: such as cleaning products pose a risk of adverse reaction, burns
or even poisoning.
•
Children are also much more susceptible to dehydration, so plenty of water
to drink is essential. Check out the Suncare policy in the Sparkling Stars
Intranet for more info on this.
• Animals: insects, snakes, spiders, dogs, swooping magpies.
• Environment: gas leaks, water leaks, fire, storms, earthquakes.
• Human: aggressive children, aggressive or intoxicated parents, intruders.
2.6 Risk Reduction
Not all risks can be or should be removed completely. It is important that the
environments are not over-
Explaining Hazards to Children

During the day at a child care centre, we often talk to the children about the rules
and dangers. It is also important to help children be aware of what the dangers are,
make them aware of the risks in their environment and how to minimise them.
For example, explain to the children the reasoning behind why we do not throw
or sign highlights that we

need to walk slowly and carefully as the floor could still be wet.
By teaching the children to be aware of the risks and the consequences of hazards,
children will take more responsibility for their own safety and wellbeing.
2.7 Identify and Report Incidents and Injuries
It is important that any workplace incident (or potential incident), whether the injury
occurs or not, is reported to the Health and Safety Representative and the
Nominated Supervisor (Director).

Each centre will have their own policy and procedures regarding reporting
requirements. Please ensure you carefully read and follow the procedures for your
centre.
Excerpt from the Sparkling Stars Workplace Health and Safety Policy
• Staff will record all injuries or il
Incident, Injury, Trauma and Illness Record within an accepted time frame.
• Details entered will include date, time, and place of incident, injury or
condition, a brief description of events, adult witnesses, any anticipated
treatment or outcome. (See Incident, Injury, Trauma and Illness Record)
• Notification will be forwarded to Director of any injury /illness, and for staff
subsequent leave required.
• Staff will record all incidents with the potential to cause injury or illness in the
An example of a completed Incident, Injury, Trauma and Illness Record and

description of incident and injury is included on the next page.

Incident, Injury, Trauma and Illness Record
Details of person completing this record
Name: Alana Green

Position/role: Early Childhood Educator
Date and time record was 20/04/20xx Time: 10:00 AM/PM
made:
Signature: Alana Green
Child details
Jessica Mills
Date of birth: 12/9/year Age: 3 y/o
Gender:  Male  Female
Incident details
Incident date: 20/04/20xx Time: 9:30 AM/PM

Location: Sparkling Stars Childcare Centre External Play Area
Swings
Name of witness: Alana Green (Educator)
Signature of Alana Green Date: 20/04/20xx
witness:
General activity at the time of:
 incident  injury  trauma  illness
Children were playing in the outdoor play area, on the swings.
Cause of injury/trauma:
One the boys from the group pushed Jessica on the swing. Jessica called out
and Jessica fell off the swing. I
rushed over and found Jessica holding her knee. I noticed some abrasions and
a minor cut, about 0.5cm long on Jessica.
Circumstances surrounding any illness, including apparent symptoms:
NA

Circumstances if child appeared to be missing or otherwise unaccounted for
(including duration, who found the child, etc.):
NA
Circumstances if child appeared to have been taken or removed from service or was
locked in/out of service (including who took the child, duration):
NA
Nature of injury/trauma/illness
Indicate on diagram the part of body affected

Abrasion/Scrape Infectious disease
Allergic reaction (including
(not anaphylaxis gastrointestinal)
Amputation High temperature
Anaphylaxis Ingestion/inhalation/
insertion
Asthma/respiratory
Internal injury/
Bite wound
Infection
Bruise
Poisoning
Broken
Rash
bone/fracture/
dislocation  Respiratory
Burn/sunburn 
Seizure/unconscious/
Choking
convulsion
Concussion
Sprain/swelling
Crush/jam
Stabbing/piercing
 Cut/open wound
Tooth
Drowning (non-
Venomous bite/sting
fatal)
Other (please
Electric shock
specify)
Eye injury

Action Taken
Details of action taken (including first aid, administration of medication, etc.):

Supervisor notified and treatment provided. Disinfectant, cleaned abrasion and
washed cut with diluted water. Band-Aid applied.
Did emergency services attend?  Yes  No
Was medical attention sought from a
 Yes  No
registered practitioner/hospital?
If yes to either of the above, provide details:
NIL
Have any steps been taken to prevent or minimise this type of incident in
the future?
Supervisor notified.
Notifications (including attempted notifications)
Time:
Date:
Parent/guardian Mrs Mills 11:00
20/04/20xx
AM/PM
Director/educator/ Date: Time:
Supervisor
coordinator: 20/04/20xx 9:30 AM/PM
Regulatory Time:
Date:
authority (if
applicable) / /
AM/PM
Parental acknowledgement:
I,
incident injury trauma illness
Signature Date: / /
Additional notes
NIL

2.8 Participate in Workplace Safety Meetings
All centres will hold staff meetings on a regular basis. These meetings are extremely
valuable for the efficient operation of the centre. These meetings will most likely
be the best time to raise Workplace Health and Safety Issues, identified hazards or
incidents that have occurred at the centre.
Most of the time, it is best to report the safety issue to the supervisor, this is the
usual practice in most centres; even if the staff member feels that they can resolve
it themselves. In the long run, the supervisor needs to be aware of Workplace
Health and Safety issues. Such issues need to be documented for future reference,
and the supervisor will manage this.
Take along any observations, checklists or hazard reports you have completed to
team meetings that can support your discussion. Always think about ways to solve
researched the issue beforehand, this can demonstrate that you are contributing
to the team and to the development and implementation of safe workplace
policies and procedures in own work area.
2.9 Reflect on Own Safe Work Practices
Reflection is included in the EYLF: Principle 5. Ongoing learning and reflective

practice and can be used to build your professional knowledge and develop
learning.
Reflection is an ongoing, process of thinking honestly, deeply and critically about

all aspects of professional practice with children and families
How can you use reflective practice to reflect on your own safe work practices?

Collect Information
Identify safety issue
Gather evidence
Talk to children,
families, staff and
other professionals
Reflect Question/Analyse
What is
Review happening? Why?
Monitor changes How?
and take new When? Who is
action if necessary implicated? Who
is affected?
What could be
improved?
Act/Do Plan
Change or modify Based on what you
practice learned, decide
wether change is
necessary.
Methods You Can Use to Support Reflective Practice

• Reflective journals or diaries
• Meetings
• Mentor or critical friend
• Reflective practice notice board
• Professional learning experiences
• Action research
Maintain Currency of Safe Work Practices

It is important that you stay up to date and understand the latest information
concerning Workplace Health and Safety. You can do this by reading journals,
researching, explore safety websites, especially the Safety Regulator sites
mentioned earlier in this workbook, attend meetings and stay up to date with your

Chapter Review
Knowledge Check
• Make a list of possible hazards you might find in an education and

care centre.
• List down three (3) examples of safe housekeeping practices.
• Differentiate hazards from risks.
Summary
• The NQS has requirements under various Quality Standards for

every centre to ensure that policies and procedures are developed
and implemented to cover the following areas.
• A large part of your job role and responsibilities towards Workplace
Health and Safety will be to ensure that certain cleaning tasks and
safe housekeeping practices are performed regularly.
• Risk management is divided into four (4) primary activities. This
includes: 1) hazard identification, 2) risk assessment, 3) risk control,
and 4) evaluation.
Activity
• B elow are s ome hazar ds you mig ht find i n a c hildcar e

s ett i ng. Poss ible c ontr ol mea sures have be e n c om plet ed for
one of t he m. Tr y to compl ete t he l is t w it h your ow n i dea s.
Hazard Control measure
Constant supervision
Sand thrown about

Falling from a climbing frame
Broken or damaged toys or

equipment
Choking on food
Poisoning by cleaning materials
Lifting equipment or children
Unattended children
Sickness or diarrhoea

CHAPTER 3: ESTABLISH AND MAINTAIN A SAFE AND
HEALHTY ENVIRONMENT FOR CHILDREN
Every person who works in or with children in an Early Childhood Education and
Care service must have a strong commitment to child safety and establish and
maintain a child safe and child-friendly environment.
This means providing a clean and safe environment where every person has the
right to be treated with respect and is safe and protected from harm.
legislation in different states/territories, the ECA Code of Ethics and the UN

Convention on the rights of the child.
Guided by the NQF
environment for children can be guided by requirements in the NQF, the NQS and
recommendations of the Early Years Learning Framework.
In an Early Childhood Education and care setting, the commitment to the safety
and well-being of all children and young people who access the services; and the
welfare of the children and young people in care, must always be the first priority.
Everyone within the centre has a role to play in ensuring a safe environment for
children and young people. This includes management, employees and volunteers
working with children and young people or in close proximity to them and
employees with access to the records of children and young people.
A recommended approach to ensuring that this commitment is met may be to

appoint a child safety officer as the first point of contact to provide advice and
support, to employees, volunteers, children, parents and caregivers regarding the
safety and well-being of children and young people accessing the centre.
The child safety officer could also be responsible for monitoring the child safety
policy and practices, including any ongoing training needs relating to child
protection issues.

Note: appointing of a child safety officer is provided as a recommendation only
Part of your role in the centre will be to follow the appropriate practices and
requirements under the NQF, NQS and the EYLF. Understanding how to navigate
through the framework and standards documents to find recommended or
required practices to meet the national quality rating and assessment process for
approval of centres is a necessary part of this.
The following table gives you an outline of how establishing and maintaining a safe
and healthy environment meets the different areas of the NQS and EYLF.
National Quality Standard

Quality Area 1: Educational program and practice
health and safety 
Quality Area 3: Physical environment 
Quality Area 4: Staffing arrangements 
Quality Area 5: Relationships with children 
Quality Area 6: Collaborative partnerships with families and communities 
Quality Area 7: Governance and leadership 
Early Years Learning Framework
Principles
Secure, respectful and reciprocal relationships
Partnerships 
High expectations and equity
Respect for diversity 
Ongoing learning and reflective practice 
Practice
Holistic approaches
Responsiveness to children 
Learning through play
Intentional teaching 
Learning environments

Cultural competence
Continuity of learning and transitions
Assessment for learning 
Outcomes
Children have a strong sense of identity
Children are connected to and contribute to their world
Children have a strong sense of wellbeing 
Children are confident and involved learners
Children are effective communicators
NQF & NQS Resources

For further information about the ACECQA, the Education and Care Services
National Law and Education and Care Services National Regulations, National
Quality Standards and the assessment rating system, please visit the following
website: https://www.acecqa.gov.au/nqf/about
Guide to the National Quality Framework

This is an excellent resource for centres and centre staff.
The guide outlines each of the seven quality areas in the National Quality Standard
and includes:
• an introductory statement for each quality area, which provides context and
the rationale, as well as a list of the standards and elements that fall within
the quality area
• a list of the relevant sections of the National Law and National Regulations
that apply to the quality area
• a description of each standard and an explanation about how it contributes
to quality education and care for children
• reflective questions for the service to consider when working towards each
standard
• A guide to practice for each element, which describes how the element
might be put into practice at the service and how the element may be
assessed. This consists of guidance applicable to all service types and
children of all ages, followed by any specific guidance identified for the
service type or age of the children.

• suggestions for further reading, summarised by quality area, to support
A copy is available at the following link: Guide to the National Quality Framework
(2018).
The following concepts of the Framework are explored in the guide:

• belonging, being and becoming and their links to learning
• principles, practices and pedagogy, including play and partnerships with
families, to support learning
• reflective practice
•
five broad Learning Outcomes
•
• developing cultural competence
• Australian Aboriginal and Torres Strait Islander cultural competence
• using theoretical perspectives
A copy is available at the following link:

Sparkling Stars Resource Links
(Username: learner Password: studyhard)

The childcare service must support all aspects
• Ensuring that their individual health and comfort requirements are met
• Effective hygiene practices to control the spread of infectious diseases are in
place
• The management of injuries and illness
An important objective of the National Quality Framework is to ensure the safety,

health and wellbeing of all children attending education and care services. When a
child who has a specific health care need, allergy or relevant medical condition is
enrolled at an education and care service additional requirements must be met to
Once the enrolment record has been completed, it should be reviewed to identify
whether the child has a specific health care need, allergy or relevant medical
condition.
Where a child is identified with a specific healthcare need, allergy or relevant
management plan from the parents and prepare risk minimisation plans and
communications plans for each child.
These plans should be in place prior to the child commencing at the service.
It is important that services have procedures in place for carefully considering
enrolment records as part of the enrolment and orientation policy and procedure
consulted regarding any medical conditions a child may have developed since
enrolment.
*Regulation 168 - Education and care service must have policies and procedures
When a child with a specific healthcare need, allergy or relevant medical

condition is enrolled at the service.
A number of issues must be considered when a child with a specific healthcare
need, allergy or relevant medical condition is enrolled at the service. Critically, key
requirements must be in place before the child commences attending the service,
with several other issues requiring consideration:

•
• Has a risk minimisation plan been developed in consultation with the parents
of the child?
• Has a communications plan been prepared?
• Will it be necessary to adjust any of the usual practices of the service in order
to be fully inclusive of the child?
An education and care program must be delivered to all children being educated
and cared for that is designed to take into account the individual differences of
their safety, health and wellbeing is protected at all times.
What precautions may be necessary in order to protect the safety, health and
wellbeing of the child?
The nature of specific health care needs, allergies and medical conditions varies
significantly. Every reasonable precaution must be taken to protect children from
harm and from any hazard likely to cause injury (section 167). For example, in some
cases, it may be necessary for one or more staff members to access additional
Both the approved provider and the nominated supervisor of an education and
care service must ensure that every reasonable precaution is taken to protect
children being educated and cared for by the service from harm and from any
hazard likely to cause injury. (Reg. 167 (1,2))
Each education and care service must have in place policies and procedures for
dealing with medical conditions of all children (regulations 168 and 90).
Medical Conditions Policy

Regulation 168 of the National Law requires Early Education and Care services to
have a medical conditions policy that details the following:
• the management of medical conditions including asthma, diabetes or a
diagnosis that a child is at risk of anaphylaxis

• the nominated supervisor, staff members and volunteers are to be informed
of agreed practices in relation to managing those medical conditions
• a child enrolled at the service who has a specific health care need, allergy or
relevant medical condition, must have in place:
o a medical management plan provided by the parents of the child and for
the medical management plan to be followed in the event of a related
incident; and
o a risk minimisation and communications plan (regulation 90)
This policy applies at any time that a child with specific health care need, allergy or
relevant medical condition is being educated and cared for by an education and
care service, including during excursions. Preparations for high-risk scenarios,
including establishing clear decision-making processes for calling an ambulance,
should be addressed in the medical conditions policy.
The medical conditions policy must provide for the management of any medical
condition that an enrolled child may have, which may not be limited to asthma,
diabetes and a diagnosis that a child is at risk of anaphylaxis. Specific health care
needs, allergies or relevant medical conditions may be ongoing or acute/short-
term in nature.
The medical conditions policy must be followed (regulation 170) and be readily
accessible and available for inspection at all times the service is educating and
caring for children or on request (regulation 171).
Parents require a copy

A copy of the medical conditions policy must be provided to the parent of a child
enrolled at the service who has a specific health care need, allergy or relevant
medical condition (regulation 91).
When a child is enrolled who has a specific health care need, allergy or relevant
medical condition
A medical management plan, risk minimisation plan and communications plan
must be prepared for every child who is enrolled who has a specific health care
need, allergy or relevant medical condition (regulation 90(1)(c)). Generally, a
registered medical practitioner will have been consulted in the diagnosis and
management of a specific healthcare need, allergy or relevant medical condition.

Medical Management Plan
A parent of the child must provide a medical management plan for the child. This
medical management plan must be followed in the event of an incident relating to
the child's specific health care need, allergy or relevant medical condition
(regulation 90(1)(c)(i) and (ii)).
parents in the development of the medical management plan and that the advice
from the medical practitioner is documented in the medical management plan.
The medical management plan should detail the following:

• details of the specific healthcare need, allergy or relevant medical condition
including the severity of the condition
• any current medication prescribed for the child
• the response required from the service in relation to the emergence of
symptoms
• any medication required to be administered in an emergency
• the response required if the child does not respond to initial treatment
• when to call an ambulance for assistance.
Risk Minimisation Plan

A risk-minimisation plan must be developed in consultation with the parents of a
child and ensure:
• that the risks relating to the child's specific health care need, allergy or
relevant medical condition are assessed and minimised; and
• if relevant, that practices and procedures are in place including the safe
handling, preparation, consumption and serving of food are developed and
implemented; and
• that the parents are notified of any known allergens that pose a risk to a child
and strategies for minimising the risk are developed and implemented; and
• that all staff members and volunteers can identify the child, the child's
medical management plan and the location of the child's medication are
developed and implemented; and
• if relevant, to ensure that practices and procedures are ensuring that the child
does not attend the service unless the child has at the service their relevant
medications if this would pose a significant risk (regulation 90(1)(iii)).

Communications Plan
A communications plan must be prepared (regulation 90(1)(iii)) to set out how:
• relevant staff members and volunteers are informed about the medical
conditions policy; and, the medical management and risk minimisation plans
for the child; and
• a parent of the child can communicate any changes to the medical
management plan and risk minimisation plan for the child.
• The communication plan must set out how the above communication will
occur.

with Families At Enrolment and Then On a Regular Basis
For a child enrolled at the service who has a specific health care need, allergy or
medical condition, the centre must keep health information in the enrolment
record, which must include:
• details of any specific healthcare needs of the child,
o including any medical condition and allergies; and
o whether the child has been diagnosed as at risk of anaphylaxis
• any medical management plan, anaphylaxis medical management plan or
risk minimisation plan to be followed in relation to a specific healthcare need,
medical condition or allergy; and
• details of any dietary restrictions for the child (regulation 162).
The table on the next page looks at the responsibilities and required actions each
party has when a child is ill and requires a medical management plan; for example:
• the responsibilities the service will have to the parents and child, and
• the responsibilities the parent has to the service

Responsibilities of the Service and Parents to Children Requiring Health Assistance
Education and care services must: Parents should be asked to:
All • Have a medical conditions policy in place that meets the • Inform the service at any time
education requirements of regulation 90. of any specific healthcare
and care • Ensure that the nominated supervisor, staff members and volunteers needs, allergies or relevant
services understand and implement the medical conditions policy. medical conditions for their
child.
• Review enrolment records and identify any children with medical
conditions as part of the enrolment and orientation procedures for
the service.
• Monitor the safety, health and wellbeing of all children being
educated and cared for.
• Ensure all parents are regularly asked if their child has developed any
specific health care need, allergy or relevant medical condition.
Prior to • Seek information from parents about any specific health care need, • Inform the service of any
enrolment allergy or relevant medical condition in relation to individual specific healthcare need,
of each children, including whether a medical practitioner has been allergy or relevant medical
child consulted in relation to the specific health care need, allergy or condition for their child prior to
relevant medical condition. enrolment.
For each child enrolled who has a specific health care need, allergy or relevant medical condition
Before the • Require a parent to provide a medical management plan for the • Provide a medical management
first day of child. plan to the service for their
attendance • child.
at the plan in relation to the child. • Participate in the development
service of a risk minimisation plan and
• Develop a communications plan in relation to the child.
communications plan in
relation to their c

• Record any prescribed health information and keep the medical health care need, allergy or
management plan, anaphylaxis medical management plan (if relevant medical condition.
applicable) and risk minimisation plan on the enrolment record.
• Ensure any relevant authorisations for the administration of
medication are recorded on the enrolment record.
During the • Monitor the safety, health and wellbeing of the child. • Inform the service of any
attendance • Regularly review the risk minimisation plan and communications relevant changes relating to the
of the child plan for the child. nature of, or management of,
at the ific health care
service • Ensure that parents are regularly asked to provide any updated need, allergies or relevant
medical condition.
specific health care need, allergies or relevant medical condition.
• If necessary, provide an
• If necessary, ensure an updated medical management plan is updated medical management
plan for the child.
• Ensure the practices and procedures of the service are inclusive of
the child.
Other considerations
Every reasonable precaution must be taken to protect children from harm and from any hazard likely to cause injury
(section 167). What precautions may be necessary in order to protect the safety, health and wellbeing of a child who has a
specific health care need, allergy or relevant medical condition?
An education and care program must be delivered to all children being educated and cared for that is designed to take
into account the individual differences of each child (section 168(1)(d). Will it be necessary to adjust any of the usual
practices of the service in order to be fully inclusive of the child?

Notification of Changes to the Medical Conditions Policy
Parents of children enrolled at the service must be notified at least 14 days before
making any change to the medical conditions policy, if the change may have a
significant impact on the service's provision of education and care to any child
enrolled at the service, or the family's ability to utilise the service (regulation 172).
If the notice period would pose a risk to the safety, health or wellbeing of any child
enrolled at the service, the parents of children enrolled at the service must be
notified as soon as practicable after making a change to a relevant policy
(regulation 172(3)).
Medication
In most cases, medication must not be administered to a child being educated and
cared for unless the administration is authorised. The enrolment record kept for
each child must include details of any person who is authorised to consent to
medical treatment or administration of medication to the child (regulations 160 and
161).
A medication record is kept for each child to whom medication is to be

administered by the service. The record must include the authorisation to
administer medication (including, if applicable, self-administration), signed by a
parent or a person named in the child's enrolment record as authorised to consent
to the administration of medication (regulation 92).
The medical conditions policy of the education and care service must set out
practices in relation to self-administration of medication by children over preschool
age if the service permits self-administration (regulation 90(2)).
In the case of an emergency, authorisation may be given verbally by a parent or a

person named in the child's enrolment record as authorised to consent to
administration of medication or, if such a person cannot reasonably be contacted
in the circumstances, a registered medical practitioner or an emergency service
(regulation 93). Medication may be administered to a child without authorisation in
case of an anaphylaxis or asthma emergency (regulation 94).

Incidents, injuries, trauma and illness
The incident, injury, trauma and illness policies and procedures must include
procedures to be followed in the event that a child is injured, becomes ill or suffers
a trauma (regulation 85).
An incident, injury, trauma and illness record must be kept that includes details of
any illness which becomes apparent while a child is being educated and cared for
and details of any medication administered or first aid provided and any medical
personnel contacted.
3.2.1 Discussing Routines

Upon enrolment individual routines of children must also be discussed with the
families of the children, to ensure that the ind
requirements for comfort and welfare are considered.
Issues in relation to daily routines, such as rest, sleep, dressing and toileting/nappy
changing, vary due to a range of factors including home routines and child
d
be reviewed and updated on a regular basis.
include:
• ral background,
• their personal preferences; and
• the routines and activities that are in place at home.
A centre that has extensive knowledge of each child and their family can assist staff
in developing strategies that are consistent with home, reflect common values and
provide learning opportunities for individual children.
individual allergies, likes and dislikes and eating abilities. Where the special need
relates to religion or health issues, the menu and/or program can often be varied
to accommodate this need and or individual programs may be developed to
incorporate physical, emotional, social and cognitive development.

3.2.2 Ensure That Any Concerns or Questions A
Needs are Conveyed to Their Family
These concerns will characteristically focus on how staff at the centre can best
should assist staff to complete your Medical Management Plans, Risk Minimisation
Plans and your Communication Plans.
Examples of Risks, Situations, Concerns to Consider When Enrolling a Child and

Completing the Health Risk Minimisation Plans
• What are the triggers (is sufficient information provided in their medical
management plan)?
• What and where are the potential sources of exposure to the triggers?
• Are there any special activities that may introduce children to triggers?
• Does the child have age appropriate health education and is the child able to
seek help if they feel unwell actively?
• Do families have relevant and up-to-date health information available at
home?
• What communication would the families like to receive regarding the child?
• Does the child have a medical management plan or inclusion support plan
completed by their doctor/specialist?
• health conditions policy, the
medications policy, exclusions policy?
• Does the child have a Medical Action Plan and where is it kept?
• What medication is required and what are the details of administration?
• Are there any specific training requirements necessary for the appropriate of
use equipment/medication?
• Is the child able to participate in excursions/outings?
• Does the child have any other health conditions, such as allergies, asthma or
anaphylaxis?
• Does the child have an Action Plan and Risk Minimisation plan for each health
condition?

Dealing With Concerns That Parents Raise
explanations or justifications; it is important that the parents feel that their concerns
have been heard and that you have shown an interest in the parent's welfare as
well as the child's.
Finding solutions/answer to both your concerns and the parents is part of the
as many solutions as possible, then collaboratively evaluate the pros and cons of
each solution.
Examples of Risks, Situations, and Concerns parents may consider when

enrolling their child in the centre who has Asthma.
• What are the potential sources of exposure to their asthma triggers?
• Where will the potential source of exposure to their asthma triggers occur?
• Are all staff (including relief staff, visitors and parent/carer volunteers) aware
of which children have asthma/anaphylaxis or existing health conditions?
• Does the bullying policy include health-related bullying?
• Is there age-appropriate health education for children at the service and are
children actively encouraged to seek help if they feel unwell?
• Do you have current up-to-date health information available at the service
for parents/carers?
• What are the lines of communication
• What is the process for enrolment at the service, including the collection of
medical information and Action Plans for medical conditions?
• Who is responsible for the health conditions policy, the medications policy,
Asthma Action Plans and Risk Minimisation plans?
• Does the child have an Asthma Action Plan and where is it kept?
• Do all service staff know how to interpret and implement Asthma Action
Plans in an emergency?
• Do all children with asthma attend with their blue/grey reliever puffer and a
a spacer correctly, consider face mask use in children under 5 years old)
• Where are the Asthma Emergency Kits kept?
• Do all staff and visitors to the service know where Asthma Emergency Kits
are kept?

• Who is responsible for the contents of Asthma Emergency Kits? (checking
reliever medication expiry dates, replacing spacers and face masks as
needed)
• Do you have one member of staff on duty at all times who has current and
approved Emergency Asthma Management training?
• Who else needs training in the use of asthma emergency equipment?
• Do you have a second Asthma Emergency Kit for excursions?
•
the service?
• Does the child have any other health conditions, such as allergies or
anaphylaxis?
• Do they have an Action Plan and Risk Minimisation plan for each health
condition?
• Do plants around the service attract bees, wasps or ants?
• Have you considered planting a low-allergen garden?
• Have you considered where food and drink consumption and disposal is
occurring? (including food and drink consumed by all staff and visitors)
• Could traces of food allergens be present on craft materials used by the
children? (e.g. egg cartons, cereal boxes, milk cartons)
• Do your cleaners use products that leave a strong smell, or do you plan to
renovate or paint the centre when children are present?
• Do your staff use heavy perfumes or spray aerosol deodorants while at work?
• Are you in a bushfire-prone area where controlled burning may occur?
• What special activities do you have planned that may introduce children to
asthma triggers?
c
needs and monitoring these needs throughout the centre support team structure
is an important aspect of the child's learning.

3.3 First Aid, Anaphylaxis Management and Emergency Asthma
Management Training
Centre-based education and care services

At least one educator who holds the following qualifications must be in attendance
at any place where children are being educated and cared for by the service, and
must be immediately available in an emergency, at all times that children are being
educated and cared for by the service:
• at least one (1) educator who holds a current approved first aid qualification
• at least one (1) educator who has undertaken current approved anaphylaxis
management training
• at least one (1) educator who has undertaken approved emergency asthma
management training (regulation 136(1)).
A person may hold one or more of the above qualifications. Where children are
being educated and cared for on a school site this requirement may be met if the
educator(s) are in attendance at the school site and are immediately available in an
emergency.
Family Day Care Services

A family day care service must ensure that each family day care lead educator and
family day care educator engaged or registered with the service:
• holds a current approved first aid qualification; and
• has undertaken current approved anaphylaxis management training; and
• has undertaken current approved emergency asthma management training
(regulation 136(3)).
Health, Hygiene and Safe Food Practices

The service must implement adequate health and hygiene practices, and safe
practices for handling, preparing and storing food to minimise risks to children
being educated and cared for by the service (regulation 77).
Any food provided by the service must be nutritious, adequate in quantity and be
chosen with regard to the dietary requirements of individual children including any
health requirements (regulation 79).

3.4 Expert Advice Regarding Medical Conditions
Below are links to relevant organisations that provide specialist advice, medical
management templates or training in the management of specific health care
needs, allergies or medical conditions; including asthma, diabetes or a diagnosis
that a child is at risk of anaphylaxis.
Diabetes
• Diabetes Australia www.diabetesaustralia.com.au
• Australian Diabetes Society www.diabetessociety.com.au
Anaphylaxis and Allergies

• Australian Society of Clinical Immunology and Allergy www.allergy.org.au
• Allergy and Anaphylaxis Australia www.allergyfacts.org.au
• t of Allergy and Immunology
www.rch.org.au/allergy
Asthma
• National Asthma Council Australia www.nationalasthma.org.au
• Asthma Australia www.asthmaaustralia.org.au
Other
• www.rch.org.au/kidsinfo
• Emergencies - when to call an ambulance fact sheet
• Epilepsy Foundation of Victoria www.epilepsyfoundation.org.au
Source: FACTSHEET National Quality Framework Children with Medical Conditions Attending Education and
Care Services

3.4.1 Consult with Relevant Authorities to Ensure That Health
Information is Correct
It is important that the centre (and staff) are
working with and conveying the most up-to-date
health information. To do this, the staff will need
to consult with the relevant authorities to ensure
that their health information is the most current
and up-to-date.
Examples of relevant authorities that you consult with to obtain current health
information may include:
• Local Doctor or specialist
• Health Nurse
• Local Government (Department of Health)
• Federal or State Government (Department of Health)
• Australasian Society of Clinical Immunology and Allergy (ASCIA)
http://www.allergy.org.au/
• Asthma Australia http://www.asthmaaustralia.org.au/default.aspx
Internet Sources:
have been researched, reviewed and presented with all due care, the content is often provided for general
education and information only.
or specialist in order to provide the best care.
Useful Resource Links:

•
http://www.acecqa.gov.au/
• Australian Government: Department of Health: http://health.gov.au/
• Australian Government. National Childcare Accreditation Council. (Archived
resources for educators): http://ncac.acecqa.gov.au/educator-
resources/factsheets.asp
• National Health and Medical Research Council (NHMRC):
http://www.nhmrc.gov.au

3.5 Ensure That Individual Medical Management Plans for Children With
a Specific Health Care Need are in Place and Readily Available At the
Service
It is of the utmost importance that the centre and the staff ensure that individual
medical management plans for children with a specific healthcare need are in the
appropriate place and that they are always readily available.
The Individual Medical Management Plans

• Essential to achieve educational equality for children with health
management needs
• Ensures access to education for children with special health care needs,
whether or not the child is classified as eligible for special education
What is a Medical Management Plan?

A Medical Management Plan is a formal written agreement often developed with
the interdisciplinary collaboration of the centre staff in partnership with the child's
family, the child, and the child's health care provider(s) or specialists. Children with
extreme need for care may even need an Inclusion Support Plan developed to
cater to their needs and requirements.
Examples of the following documents are available on the Sparkling Stars intranet:
Sparkling Stars Childcare Centre Templates
• Inclusion Support Plan

• Individual Health Care Plan
• Risk Minimisation Plan
Why Use a Medical Management Plan?

• Ensures that the centres have needed information and authorisation
• Addresses family & centre concerns
• Clarifies roles & responsibilities
• Establishes a basis for ongoing teamwork, communication, & evaluation
A good Medical Management Plan contains information, guidelines & standards

that promote a child's health & educational goals, avoids unnecessary risk,
restriction, stigma, illness, & absence.
Every student with an impairment or physical disability should have their needs
documented and the services to be provided established through a Medical
Management Plan. The Medical Management Plan clarifies the provision of
medication, monitoring of health status, & other aspects of health management.
Who might need a Medical Management Plan?

Children with:
• Asthma
• Serious allergies
• Chronic medical conditions
• Disabilities or impairments
• ADD/ADHD
• Medication needs
• Need for catheterization
• Need for toileting assistance

comfort and welfare, especially in relation to daily routines; such as rest, sleep,
dressing and toileting/nappy changing.
preferences, their parent's requirements, the routines and activities that are in place
at home.
The Early Years Learning Framework -

ordinators will provide a range of active and restful experiences throughout the day
and support children to make appropriate decisions regarding their participation in
Early Years Learning Framework, pages 14 and 32); This
is all part of the holistic approaches used in modern centres and recognises the
connectedness of mind, body and spirit of the children that attend. An accredited
centre that meets the NQS and follows the recommendations of the Early Years
Learning Framework
It is important that children are given opportunities to:

• Communicate their needs for comfort and assistance
• Recognise and communicate their bodily needs
• Demonstrate a sense of belonging and comfort in their environment
• have opportunities to engage in appropriate quiet play activities for children
who do not require sleep or rest
• Be supplied with clean, appropriate spare clothes when they need them
Educators and staff can assist this by providing:

•
minimise the risk of overcrowding
• sleep and rest practices that are consistent with contemporary views about
• physical spaces being made available for children to engage in rest and quiet
experiences
• a range of active and restful experiences and supporting children to make
appropriate decisions regarding participation

•
undressing times
• othing needs and preferences being met
The strategies described above meet the requirements under Element 2.1.2 - Each
3
Comfort and to Minimise the Risk of Overcrowding
The arrangement of the environment plays
a key role in guiding the behaviour of
young children.
A poorly arranged physical setting actually

sends messages which may trigger
behaviours such as aggressive play,
running, or superficial interactions with
toys and materials. Altering the physical
space and layout of the room can
eliminate such challenging behaviours.
Observe children closely to determine what messages the physical environment is

sending. If it appears that the space suggests undesirable behaviours to children -
like running indoors - be willing to modify the arrangement of equipment and
furnishings to send a different message. If the behaviour suggests there is not
enough room (example: pushing shoving and taking things from other children)
then breaking up the groups into smaller ones may be a solution.
• Include cosy and well-defined play spaces to discourage running indoors.
Wide-open areas tend to encourage children to use the space for rowdy,
high-speed play.
• Use low shelves or other borders (tape on the floor, area rugs, raised edges)
to designate the size of each type of play space. The size of a play area tends
to indicate how many children can play there.

• A cosy book area, for example, should be very small and have a clear
boundary if only one or two children are to play there. Other spaces, like
block areas, can be larger because the nature of the play can handle a larger
group.
• Spend time demonstrating and explaining to children how new equipment
should be used in order to prevent potential injuries and set the stage for its
appropriate use.
3.6.2 Ensure Physical Spaces are Available for Children to Engage in

Rest and Quiet Activities
Children need quiet as well as active play opportunities.
Designate passive areas for quiet play (like puzzles, books, listening to soft music,
looking at photographs, puppets, nature table/interest table, sand and water play)
by taking advantage of cosy spaces or adding carpet or pillows to absorb sound.
Inside you could set up a book nook, drawing centre or set up some bean bags in
a quiet area, for outside you could set up a construction zone, art area, sensory or
nature zone.
With children old enough to use computers or notepads there are plenty of
appropriate software titles, or movies to keep them engaged.
A passive play area or designated space can often take up less room than the space
required for active play. Be sure that the kinds of materials and the physical
arrangement of the play spaces clearly give children the message of active versus
quiet play and that the two areas are distinct and separate.
Quiet play areas are important, as they will provide the children with the chance to
relax and carry out the experiences they choose as well as spend time on their
own.
In the sleep/rest area space sleep mats at least two feet apart to provide a path for
children to walk easily and safely without disturbing the other children. Provide
night lights in a darkened sleep room to prevent tripping accidents.

3.6.3 Active and Restful Experiences to Appropriate Decisions
Regarding Participation
In order to assist in creating a sense of achievement, start by suggesting
experiences that are simple and that the child can easily accomplish. After this, you
can move onto more complicated and challenging experiences.
The term 'experience' is quite frequently used in the child care industry.
organized for children.
An experience relates to something that actively involves the child. Examples of

this include playing some sort of game, (for instance, hide and seek), or it may be
an object that the child is playing with (for instance a puzzle or drawing a picture),
talking to the teacher, helping clean up after a meal. An experience can be defined
as virtually anything that happens during the day that is meaningful or of
significance to the child.
What do you like to do in your spare time? Do you prefer to go to the movies or
go for a swim? Maybe you like to socialise with friends or perhaps you would rather
read a book on your own?
The way in which you choose to spend your time is determined by your interests
and what brings you enjoyment. This is the same for children as well.
In order to get children involved in a particular experience, it is vital to ensure that

it will be of interest to them. Read the following material to look into this subject in
greater detail.
The things that you enjoy doing in your spare time are dependent on what you find
interesting. You may have noticed that you usually like doing the things that you
are good at or those things which you may be particularly skilled at.
Children are exactly the same! They all have separate personalities and their own
specific likes and dislikes.

When organising experiences for children that are in your care, it is imperative to
take into consideration the same things.
Providing a Variety of Areas and Experiences

A child care environment needs to have lots of choices! Just like you, children want
to choose what they'd like to participate in and when.
You should always try to include a choice of experiences, as well as different types
of experiences. The choices should be provided consistently over the day with
enough time for the children to participate in the experiences they wish to and
should reflect needs, abilities and interests.
The main points to remember about an environment for children are that it should
be:
• safe
• hygienic
• presentable
• inviting
• challenging
• stimulating
• inclusive
• supportive of children's strengths, needs and interests.
Respect the children's rights; respect the environment in which you work; respect
the resources you have, and you will find that the children will do the same.
Experiences with Overlapping Developmental Areas
The answer is yes they do! All of the play areas intertwine and support one another
in the promotion of the development of the whole child. Different areas of
development are encouraged at once.

For example, by allowing for both individual and group opportunities at all times,
you are providing opportunities for social development across all of the play areas.
Another example is, by providing a challenge you will extend the individual as well
as promoting cognitive development and emotional development.
You can see from these examples that there are many ways to creatively
encourage a child's development, and you need to keep these in mind as you
design environments for the children in your care.
Active / Passive Play

Think about how you feel over the day. Are there times when you're full of energy
and wanting to be involved in an exciting activity? Are there other times when you
just want to relax and rest and have some quiet time? Children are just the same.
They need an environment in which they can feel comfortable whatever their
mood.
When educators are planning both the inside and outside spaces play areas they
take into account a variety of play styles.
Play spaces should be divided into:

• Active areas, where play will involve movement (such as blocks, cars, home
corner, bikes, and swings)
• Passive areas, where play involve little movement (such as books, listening to
soft music, looking at photographs, puppets, nature table/ interest table, sand
and water play).
In this way, the play spaces will complement the type of play rather than be in
opposition to each other.
Individual or Group Spaces

There also need to be places for children to participate in either individual or group
work, areas that are alive with the hustle and bustle of activity, and of course, areas
where children can go to simply relax.

Early childhood educators take on many roles and use a range of strategies to
support children learning through play by:
• thinking as
they play
• providing a balance between child initiated and led learning and adult
initiated learning
• creating indoor and outdoor learning environments that encourage children
to explore, solve problems, create and construct.
• allowing large blocks of uninterrupted time for play
• observing, documenting and assessing play as they analyse the learning
taking place
• intentionally teaching through encouraging, questioning, mediating,
sustaining, extending, and resourcing.
• making decisions about when to be in or out of the play.
Source: Learning Through Play
Holistic approaches recognise the connectedness of mind, body and

spirit. Educators and coordinators provide a range of active and restful
experiences throughout the day and support children to make
appropriate decisions regarding their participation in activities and
experiences (Early Years Learning Framework, pages 14 and 32)
Involving Children in the Decision Making Process

Prior to involving children in the decision-making process, adults need to plan for
• Gather with the children prior to the activity.

• Addressing any special needs that children may have.
• Ensure that the process is accessible to the children involved a listening
culture among staff is essential so that children feel valued and respected,
able to express their views at any time and that their views will be heard and
acted upon. Commitment is required from organisations as is the early
involvement of children and young people in issues and making their
involvement central.

• Give enough information to make a choice about whether they want to take
part (you may have child-friendly booklets or fact sheets available).
• Have options of how to the children are expected to engage, suggest a range
of participatory activities
• Creating child-friendly materials Flexibility is important as well as a wide
range of methods and approaches. An informal atmosphere with a social
aspect is recommended as is the employment of child-friendly methods and
environments.
• Identifying support workers who the children are familiar with and can assist
them Skills Development and training for staff around participation with
young people assists with the staff being better support workers for the
children and enhances their confidence and competence.
• Making sure the roles, boundaries and expectations are clear Clarity is
necessary about adult involvement, about purpose, objectives and
parameters for decision-making. When young people are recruited, they
need clear information about what to expect and honesty about the degree
of power-sharing available.
• Developing a timeframe for the work.
• Identifying resources available Resources are important and sometimes are
linked to the need for staff training or the need for projects to have longer-
term funding.
• Decide on the level of influence children will have on decisions.
Be Positive
Using positive communication skills is important to ensure children feel safe to tell
adults what they think. To achieve this staff need to:
• Really tune in to what the child is saying and the emotions behind the words.
• Look the child in the eye this helps you avoid conflict and allows you to see
what the child might be feeling or thinking. At different ages, some children
are uncomfortable making eye contact, but by repeating back what you think
they have said, they will know that you have an understanding of what they
are meaning.
• Be actively listening which helps children cope with young emotions. They
well as they would like. By allowing them time to finish sentences and
repeating back what they have said it makes them feel respected and their
thoughts valued.

• Ask open-ended questions to encourage children to speak freely in the
discussion.
• Be honest when we lie to them, we lose their trust.
• hildren for using incorrect words. The idea is to give the
child a chance for free expression.
Keep in mind:
Make sure you suggest experiences that are familiar to the child initially. Then
when they are comfortable you can gradually introduce the unfamiliar. It is
important to always keep in mind, the emotional needs of the child.
To encourage a sense of achievement, suggest uncomplicated experiences that
the child can easily accomplish, then offer more complicated experiences in order
to provide them with a challenge.
It is imperative to take into consideration, the interests of children and to ensure
that they are included in the experiences that you have organised.
If you can offer experiences that are of interest to children, they are much more
likely to want to participate in the activity and will enjoy it much more.

Chapter Review
Knowledge Check
• What is a medical conditions policy?

• List down one (1) responsibility of education and care services and
one (1) responsibility of parents in relation to health assistance.
• Cite one (1) example of a relevant authority that you can consult
with to obtain current health information.
• Explain what a medical management plan is.
Summary
• An important objective of the National Quality Framework is to

ensure the safety, health and wellbeing of all children attending
education and care services. When a child who has a specific health
care need, allergy or relevant medical condition is enrolle d at an
education and care service additional requirements must be met to
• Both child care services and the parents have a mutual

responsibility to one another and to their children. This includes
discussing routines and
health needs are raised and answered.
• Centre-based education and care services should have at least one
(1) educator who has first aid qualification, approved anaphyl axis
management training, and approved emergency asthma
management training.
• It is important that the centre (and staff) are working with and
conveying the most up-to-date health information. To do this, the
staff will need to consult with the relevant authorities to ensure that
their health information is the most current and up -to-date.
• It is of the utmost importance that the centre and the staff ensure
that individual medical management plans for children with a
specific healthcare need are in the appr opriate place and that they
are always readily available.
•
requirements for comfort and welfare. This can be done through

configuring groupings of children to provide for comfort and to
minimise overcrowding, ensuring physical spaces are available for
rest and quiet activities, and providing both active and restful
experiences.
Activity
• Dow nloa d a c opy of t he Indiv idu al He alt h Care Plan and a

R isk Minim isat ion Plan from t he Sparkling St ar s I ntr anet a nd
fill out one for a c hil d w ho has as thma .
how close you were: http://www.nationalasthma.org.au/asthma-

tools/asthma-action-plans

CHAPTER 4:
In this section, we will look closely at our most important consideration when
caring for children ensuring their health and safety.
Everything we do at our centres must, first and foremost, ensure the safety and
health of the children in our care. In order to achieve this, we need to ensure we
initially provide a safe environment for the children and make sure that the daily
routines and activities maintain this high level of safety.
Even with the utmost care, however, children still get sick, and accidents do still
happen, so we also need to know what to do in those situations. This will be
explored further below.
4.1 Rest Times
4.1.1 Needs for Rest, and Sleep/Rest Patterns

Rest and quiet times are essential for the wellbeing and development of children.
The children need to take necessary breaks throughout the day to get through with
a happy and cheerful demeanour and to renew their energy for an active day.
It is important that when we set up the

rest/sleep area, we do so in a way that is
conducive to rest, such as:
▪ Ensure the temperature is comfortable.
▪ The room is darkened but with a small
amount of light for safety reasons.
▪ Soft relaxation music may also help
children to unwind.
4.1.2 Signs of Fatigue and Sleep Behaviours

The stress of getting used to child care, the changes to the daily routine and dealing
with a lot of new people and other children can be emotionally demanding.
Educators need to take into account the effect of the child care environment and
transition to care when discussing sleep and rest routines with parents of newly
care environment usually offers more opportunities for children to be physically

active so they may also become more physically tired at centre than they do at
home.
We need to discuss with the parents the individual signals of tiredness and other
sleep cues children mat display. Our role is to identify their need for sleep and
accommodate it into our routine.
Recognising Babies Toddlers Children
Cues for
Sleep/Rest Birth 24 months 24 -36 months 36 months plus
Needs for rest • 16 to 20 hours • 12 out of 24 10 to 11 hours at
per day hours is spent night
• 40-minute sleep asleep without
cycle and waking. A nap
cannot during the day
differentiate averages one
between day and a half hours
and night ranging up to
about 2.5 hours
• wake to feed
every 3-5 hours
Rest/ Sleep • Three different • By 3 years of By 12 years of age,
Patterns sleep states age, the daytime slow wave (deep)
REM- during nap is reducing sleep occurs mainly
which they will and then ceases in the first half of
suck, grimace, • Dream (REM) the night while
smile and sleep continues dream sleep (REM)
occasionally to decrease decreases to adult
twitch their while the other levels of about 15-
fingers and feet, stages of sleep 20% of the total
lengthen and time spent asleep.
become more "Night terrors" -
consolidated where the child
appears to wake, is
very frightened and
inconsolable - are
not uncommon
from 4 to 8 years of
age.

4.1.3 Building Self-help Skills: Sleep/Rest Time
Use sleep and rest times as opportunities to introduce more self-help behaviours
in children.
Sleep time routines can be created for children by:

• Letting the children set up the room for sleep or rest time
• putting out their own bedding and pack up the beds afterwards
• Putting away their own linen.
4.1.4 The National Quality Framework and Rest Time

Rest time is specified in the National Education and Care regulations and the
-
being.
Regulation 81, Sleep and Rest, states:
reasonable steps to ensure that the needs for sleep and rest of children being
educated and cared for by the service are met, having regard to the ages,
development stages and individual needs of the children.
(2) The nominated supervisor of an education and care service must take
reasonable steps to ensure that the needs for sleep and rest of children being
educated and cared for by the service are met, having regard to the ages,
development stages and individual needs of the children.
(3) A family day care educator must take reasonable steps to ensure that the
needs for sleep and rest of children being educated and cared for by the
educator as part of a family day care service are met, having regard to the ages,
Source: Education and Care Services National Regulations (2011), p. 101-102.
Supporting the regulations, the National Quality Standard, Quality Area 2-
2.1.1 appropriate

and well-
relaxation requirements.
nutrition, sleep, rest and relaxation. This incorporates learning about themselves
and their ability to take increasing responsibility for self-help and basic health
routines.
This promotes a sense of independence and confidence. As children become

more independent, they take greater responsibility for their own health, hygiene
wellbeing. This safety and well-being include knowing when their bodies are in
need of some quiet time or relaxation.
4.1.5 Rest Time in Action

Educators at many centres know the sleep needs and preferences of each child in
their rooms. Within the group there may be some babies who have two long
children ages 2-6 years having one sleep after lunch, which varies from 20 minutes
to two hours.
Car
attend, either the same cot or positioning the beds in a similar configuration around
the room.
how much sleep each child needs (Example, if the parent has mentioned that
morning the child was up late the night before.)
carers ensure they have familiar

comforters, such as blankets, dummies, cuddly toys. Toddlers and pre-school age
children are given unhurried time to complete their preparations for sleep,
including toileting, changing into comfortable clothes and taking their shoes off.

time, following their same daytime routine as they do at home. The Educator
supports these families request as it assists the child to be comfortable, secure and
settled. Educators familiar to the children are available if children need help to relax
and go to sleep. This could include comforting the child, tucking the child in and
Around the time when lunch finishes, the educator dim the playroom lights, play
soft music and talk softly to convey that quiet time has begun. For children who
have already slept or who are not sleepy, there are books and quiet activities
provided on their beds. This peaceful time of the routine, in the busy day, is stress-
free and appreciated by the children and educators.
Educators do take their breaks during this time; however, all children are supervised
at all times ensuring child to educator ratios are always correct.
The cot and sleep room have sound monitors and windows so carers can
frequently check sleeping children.
As each child wakes, their carer responds with a soothing voice and a cuddle. They
s just as important as the settling routine.
Children are not hurried, changed if needed, offered a drink then helped to join the
group playing quietly in the playroom.
4.1.6 Tips for Sleep and Rest Time

• Recognise the children's cues and signals - rubbing eyes, yawning, etc.
• Create sleep/rest spaces where children can sleep quietly and safely.
• Position each child in the same sleeping place each day, draw a diagram of
the room so that relief staff can ensure consistency.
• Encourage parents to bring their child's security object from home - blanket,
soft toy, dummy, etc.
• Develop sleep/rest time rituals and/or routines that you repeat each day with
individual children. I.e. Singing a lullaby or rocking patting to sleep.
• Share information with parents about their child's sleep routine and suggest
resources to parents who may be having difficulty with children sleeping at
home.

• Allow for children's differences when planning sleep time, e.g. Sit first with
children who settle easily and then focus on the children who require more
time and attention later.
•
child to sleep for one hour only.
•
help promote chi
infants and toddlers.
• Once most children are settled, you could read a book or tell a story aloud.
that could be used for this purpose. Reading instalments from a longer book
over several days is also a popular option for older children.
• Never make children stay in their beds as a form of punishment. If you do,
children will make unpleasant associations with rest/sleep time or going to
bed and may resist or misbehave at that time each day.
• Provide quiet activities for those children who do not require sleep. Provide
-
the children to have on their beds.
4.1.7 Average Sleep Required for Children 0-12 Years
Neonate 16 - 20 hours per day
3 Months 15 hours per day
6 to 12 14 hours per day

Months
1 to 3 Years 10 - 13 hours per day
Preschoolers 10 - 12 hours per night
6 years - 10-12 hours per night

6 to 12 Years 12 years - 10 hours per night

4.1.8 Sleep Cycles and Patterns
Babies birth 12 months
• 16 to 20 hours per day
• 40-minute sleep cycle and cannot differentiate between day and night
• wake to feed every 3-5 hours
Toddlers 12 months to 24 months

• 12 out of 24 hours is spent asleep without waking. A nap during the day
averages one and a half hours ranging up to about 2.5 hours
Children 36 months plus

• 10 to 11 hours at night
4.1.9 Rest/Sleep Patterns

Babies birth 12 months
• Three different sleep states REM during which they will suck, grimace,
smile, and occasionally twitch their fingers and feet
Toddlers 12 months to 24 months

• By 3 years of age, the daytime nap is reducing and then ceases
• Dream (REM) sleep continues to decrease while the other stages of sleep
lengthen and become more consolidate
Children 36 months plus

• By 12 years of age, slow wave (deep) sleep occurs mainly in the first half of
the night while dream sleep (REM) decreases to adult levels of about 15-20%
of the total time spent asleep. "Night terrors" - where the child appears to
wake, is very frightened and inconsolable - are not uncommon from 4 to 8
years of age.
4.1.10 Safe Sleeping

How to sleep a baby safely:
1. Sleep baby on the back from birth, not on the tummy or side
2. Sleep baby with head and face uncovered

3. Keep baby smoke free before birth and after
4. Provide a safe sleeping environment night and day
5. Sleep baby in their own safe sleeping place in the same room as an adult
caregiver for the first six to twelve months
Source: https://rednose.com.au/downloads/Safe_Sleeping_Long_Brochure.pdf
4.1.11 Safe Equipment

Baby furniture accounts for around 20 percent of injuries to children aged 12
months or less. It is important to ensure the equipment in the nursery meets
Australian Standards.
Cots
All cots sold in Australia need to comply with the Australian Standard for Cots
(AS/NZS 2172), and should be labelled as such. The following are the requirements
for cots:
• The bars or panels should be spaced between 50 mm and 95 mm apart
made from flexible material, the maximum spacing between the bars or
panels should be less than 95 mm.
• The cot should have a minimum depth of 600 mm from the base of the
mattress to the top of the cot.
• The gap between the mattress and the cot sides and ends should be less
than 20 mm.
• Check that there are no spaces between 30 mm and 50 mm that could trap
• Check that there are no small holes or openings between 5 mm and 12 mm
• Place the cot in a safe spot and use locking brakes.

Sources: Kidsafe Family Daycare Safety Guidelines, 2012, pg.21; Baby furniture - safety tips

Source: https://rednose.com.au/article/how-to-make-up-babys-cot
Wrapping Babies for Sleep

Many young babies are wrapped for sleep time. Wrapping is often used to help the
baby feel safe and reassured while sleeping.
Wrapping can be a great way to calm babies down. Be aware though, that wrapping
will not work for all babies. While some will love it and quickly associate being
wrapped with comfort and sleep, others will hate being contained and be upset
until unwrapped or wiggle out within minutes! Some babies enjoy having their arms
wrapped but prefer one, or both, hands-free to suck on their wrist, hand or fingers.

When wrapping a baby:
• Ensure that baby is positioned on the back with the feet at the bottom of the
cot.
• Ensure that baby is wrapped from below the neck to avoid covering the face.
• Sleep baby with face uncovered (no doonas, pillows, cot bumpers, and
• Use only lightweight wraps such as cotton or muslin (bunny rugs and
blankets are not safe alternatives as they may cause overheating).
• The wrap should not be too tight and must allow for hip and chest wall
movement.
• Make sure that baby is not overdressed under the wrap. Use only a nappy
and singlet in warmer weather and add a lightweight grow suit in cooler
weather.
•
reflex should have disappeared by 4-5 months).

• When a baby is able to roll from their back to their tummy and then onto
their back again during supervised play (usually 4-6 months) the use of a wrap
can be discontinued for settling and sleep.
Source: http://www.abc.net.au/parenting/parenting_in_pictures/wrapping_newborn.htm
4.1.12 Alternatives to Sleep Time

All children need rest, though for some children rest may not mean sleep. Most 4-
5-year-olds do not need a daytime sleep if they are getting adequate rest at night.
The purpose of rest times is for children to have the opportunity to rest and slow
down their bodies to allow them to recharge their energy for the remainder of the

day. Engaging in quiet activities is one-way children can relax their bodies during
this time. Rest time is not a time for staff to catch up on paperwork and
programming. Though some
bathrooms, and cleaning room floors may be able to be completed in this if time
and staffing allow.
For children that do not need to sleep, it is helpful to allow them to play with quiet
activities. You may choose to set aside a separate area or simply provide books or
puzzles for children to have while on their beds. Many centres choose to read
or relaxation techniques during rest time.
One important thing to remember is that a quiet area where children can go to
relax should be provided throughout the day. Well-rested children have more
energy, and are more alert and curious. Over-tired children are often emotional,
prone to accidents and intolerant of the behaviour of other children. Ensuring that
all children have the sleep or rest they need will contribute to their individual
wellbeing and the harmony of the group.
Source: Kearns, the Big Picture, 2010
4.1.13 Appropriate Quiet Play Activities

There are many activities that you could introduce as alternatives to sleep or rest.
The range will depend on the resources available at your centre.
• Teddy Bears Picnic
favourite soft toy friends
• Book and CD story sets
• Threading try pipe cleaners and large holes for 2s and fishing line or thin
wire and smaller holes for 3+
• Puzzles those which provide an appropriate level of challenge are great for
any age.
• Stickers and a sticker book.
• Collage add lightweight collage materials, a piece of thin card and a glue
stick for minimal mess.
• Playdough to extend interest in the activity. Try sticks
and other natural materials, cupcake wrappers and pop sticks, rubber stamps
h recipe here.

• Books Quiet Play Activities for 3+
• Felt or flannel board stories
• Audio stories
• Simple sewing activities
• Modelling with air dry clay (look for the less messy porcelain white option)
or plasticine/modelling clay. Here are some ideas for modelling.
• Watercolour painting once a child has practised the process of using
watercolours it can become a very independent, low mess creative option
for quiet play.
• Figurines
scene.

4.2 Share Information
At the end of the day, it is always important that you share information about
families. If the child
was unsettled or refused to sleep, the parents will need to know as this may affect
the behaviour or activity of the child once they return home. Unsettled sleep
patterns could also represent signs of stress or illness.
Privacy
needs for privacy during any toileting and dressing and undressing times.
This could be maintained in a centre by the following policies and procedures:

• Only named staff identified by your centre should undertake the intimate care
of children.
• Managers must ensure that all staff undertaking the intimate care of children
are familiar with and understand the Intimate Care Policy and Guidelines
together with associated Policy and Procedures.
• All staff must be trained in the specific types of intimate care that they carry
out and fully understand the Intimate Care Policy and Guidelines within the
context of their work.
• Intimate care arrangements must be agreed by the centre, parents / carers
and child (if appropriate). Intimate Care Policy and Guidelines Regarding
Children
•
consent forms signed by the parents/carers and child (if appropriate).
• Staff should not undertake any aspect of intimate care that has not been
agreed between the centre, parents / carers and child (if appropriate).
• Centres need to make provisions for emergencies, i.e. a staff member on sick
leave. Additional trained staff should be available to undertake specific
intimate care tasks. Do not assume someone else can do the task.
• Intimate care arrangements should be reviewed at least six months. The
views of all relevant parties, including the child (if appropriate), should be
sought and considered to inform future arrangements.
• ate care practice,
they must report this to their designated manager/educator.

4.3 Individual Clothing Needs and Preferences
Now that you know how to give children an understanding of their physical needs
and how to meet them, it's time to plan some experiences that involve these issues.
Although it's generally the child's parents who provide the clothes to wear, it's our
requirement. For example, at certain times of the year weather can be

unpredictable - What starts out as a very cold morning can soon turn in to a very
warm day. It would be inappropriate and uncomfortable to leave a child in a thick
warm coat all day in these circumstances. Therefore, we must constantly consider
Older children may be able to choose what they prefer to wear, and if appropriate
we can encourage them in their decision making or discuss other more
appropriate alternatives.
It is suggested in most services that parents pack extra clothing for children, but
there may be times when a child has exceeded the contents of their bag and
requires extra clothing from the service.
When choosing clothing for children, some safety issues need to be considered.
Clothing should be:
• easy to take on and off
• free from ribbons and bows, and things which may trap fingers and toes
• appropriate for the season and weather.
Think about how:

• all-in-one suits could cause children to slip if they are learning to stand or
walk
•
• some clothing can restrict movement and discourage development
• jeans with buttons/belts (or overalls) may be tricky for children who are being
toilet trained to remove so they can access potty/toilet.

The centre will normally inform parents of clothing that is considered to be
inappropriate or unsuitable for children to wear while attending the centre.
These may include:
• Clothing that poses a potential health and safety risk. For example, hooded
jumpers with cords increase the risk of choking, or wearing thongs to climb
outdoor equipment;
•
development of self-help skills.
• Clothing that is too revealing and may potentially place a child at risk. For
example, some styles of swimwear, midriff tops;
• Clothing that contravenes the sun protection policy. For example, strapless
tops or singlets; or
• Clothing that offends others. For example shirts or baseball caps with
slogans, images or language that may potentially provoke a negative
Staff will ensure that the children are dressed appropriately for Indoor/Outdoor
environmental conditions and temperatures.
• Sun hats and lightweight long-sleeved clothing for outside in Summer (refer
to Sun Protection Policy)
• Beanies and jackets for outside in winter.
• Heavy or restrictive outer clothing will be removed to prevent overheating
during sleep and ensure the children are comfortable (Refer Rest Time Policy)
The children will be strongly encouraged by staff to wear protective clothing

(smocks, aprons) when participating in messy activities.
• painting and collage experiences;
• clay or water play; or
• cooking
Whenever possible, staff will inform parents in advance of potentially very messy
activities, so parents can dress their children appropriately (i.e. old, easy to wash
clothes).
Appropriate clothing for the environment and weather conditions will be discussed
with children and included in the experiences and activities.

4.3.1 Building Self-help Skills: Dressing/Undressing
For young children, this skill can often be the most difficult to master.
Dressing and undressing can offer children

some challenging moments. You can use
these moments to:
• promote cooperation
• encourage decision making
• develop and practise self-help skills.
For instance, when taking off the sock or bootie of a very young infant, you can
pull the sock half off and encourage the child to pull it right off. Little coordination
is needed when the task is set up like this. Children get a lot of pleasure and
satisfaction from helping out. The idea is to simplify the task, so the child gets to
practice and remember the process. At first, it takes longer to work cooperatively
together, but when children are encouraged to help dress/undress themselves,
they become more proficient. They reach the point where they need very little
help, except with such things as buttons, zips and laces.
Work through the information below, for ideas on

how you can build self- help skills and promote
cooperation in the dressing and undressing
processes.
• Encourage parents to provide clothing that
is easy to manage - tracksuit pants, Velcro
runners etc.
• Step in to prevent frustration when children
attempt a task that may be too difficult.
• Talk with them about what you are doing.
• Give lots of positive encouragement for all attempts.
• Keep instructions simple, take it one step at a time and provide opportunities
to practice.

4.4 Effective Hygiene and Health Practices
Personal Hygiene
Personal hygiene includes the cleanliness and hygiene of your body (hair, teeth,
hands and feet), clothes and accessories (jewellery, watches etc.). This means
washing your hands, especially, but also your body. It means being careful not to
cough or sneeze on others, not working around food if you are unwell, putting
items such as tissues (that may have germs) into a bin, and using protection (like
gloves) when you might be at risk of catching an infection.
Example: When you are holding a baby over your shoulder, if they sneeze or vomit,
germs will spread over your clothes, neck and hair. Strategies to help prevent the
spread of germs in this example include having a spare change of clothes for
yourself, always using a clean cloth to put over your clothes when holding a baby,
use antibacterial wipes to wipe over neck and hair.
Handwashing
Infections can be spread by a person who shows no signs of illness. Hand washing
is one of the most effective ways of preventing the spread of infection. The best
way to prevent the transmission of disease is to wash and dry your hands
thoroughly. Educating staff to wash and dry their hands effectively decreases the
amount of disease in infants and toddlers. Hand washing is effective because it
loosens, dilutes and flushes off germs and contaminated matter.
It is something we can all do to help maintain high standards of cleanliness and
years. However it may surprise you how many of us don

properly!
How Easily are Diseases Spread in a Centre?

Some viruses such as measles and norovirus are very infectious and will very easily
infect non-immune people. Measles virus can remain airborne for up to 2 hours
after a person has left a room so that further people are exposed. Norovirus is a
very common cause of diarrhoea and can infect 50% or more of people in a group.
At the other extreme, Hepatitis B, Hepatitis C and HIV are very difficult to spread in
a child care setting.

To promote and enable effective hand washing requires:
Hand basins should be readily accessible and located where they will be most
needed, including nappy changing areas, toilets, food preparation areas and
outdoor areas.
Hand basins should be an appropriate size and at an appropriate height, for both
staff and children. Installing hands-free taps and liquid soap dispensers will reduce
the opportunities for diseases and infections to spread.
How to Wash Hands

Read through the handwashing procedure below. It shows the correct way to wash
your hands to reduce the spread of infection.
• Use liquid soap and running water.
• Rub hands together vigorously as you wash them "Counting to ten."
• Wash your hands all over,
including:
o Back of hands
o Wrists
o Between the fingers
o Under fingernails
• Rinse hands well
"Counting to ten."
• Turn off the taps with
paper towel
• Press dry hands with a new
piece of paper towel

Children that are under the child care professional supervision should be shown
and assisted in completing the above routine, making sure to supervise and observe
them so they develop a hand washing habit.
When carrying out the above routine, it is important that you count to ten both
when you are soaping and rubbing hands as well as when you are rinsing them off.
Even though this seems a long time, the challenge is to allow enough time in the
daily program for children to wash their hands well. Babies will need to have their
hands washed more often than and just as thoroughly as the older children.
It is very important that your centre ensures that the information about correct
hand washing procedures is displayed in relevant areas of the centre. This
information could also include not only how to wash your hands but also, when to
wash your hands and when to wash the hands of the children.
When Should You Wash Your Hands?

It is very important to regularly wash your hands when caring for children to stop
the spread of germs or bacteria.
Wash your hands:
• when you arrive at the centre. This reduces the introduction of germs.
• before handling food and drink
• before eating
• after going to the toilet
• after cleaning up faeces and/or vomit
• before and after administering first aid
• after using paint or other materials
• after cleaning up body fluids
• before and after nappy changing
• after handling pets
• after blowing your nose
• after wiping noses, either the child's or yours
• after coughing into your hand
• after scratching your head or playing with your hair.
• before going home. This prevents taking germs home.

(Using a sanitary solution, after shaking someone's hand will help reduce the spread
of germs within your centre)
Can you think of any other times when you might need to wash your hands?
When to wash the children's hands:

• When they arrive at the centre, this reduces the introduction of germs
(Parents can help with this).
• Before eating.
• After having their nappy changed, as their hand could become contaminated
with germ whilst on the change mat.
• After going to the toilet.
• After playing outside.
• After touching nose secretions.
• Before going home: This prevents taking germs home.
Having the information about correct hand washing procedures displayed in

relevant areas, will bring it to the attention of every one, (staff, children and
children's parents) and thereby helping to reduce the risk of cross-contamination
and the spread of infection.
Soaps and Drying Hands

It is essential that when hand washing both \children and adults use soap to
eliminate the transmission of germs. The soap removes the dirt, grease and oil and
then it is washed down the sink by the water. Liquid soap should be used instead
of cakes of soap as germs can grow on the wet soap as it is left on the sink. Soap
and water are the best way to clean hands though, in situations where water is not
available, germicidal (non-water) solutions can be used.
Drying hands is just as important to effective hand washing as using soap and water.
The best way to reduce transmission of germs is to use disposable towels or
electric hand dryers. Paper towels can also be used to turn off taps before it is
discarded in the bin.

Handling and Disposing of Bodily Fluids
Soiled items such as disposable gloves, paper towels, disposable nappies, dressings
and used first aid items should b
disposed of in bins lined with a plastic bag and clearly marked to indicate that the
bin is for a special purpose and the waste should not be handled. The bins for
contaminated waste should be in an area where children will not be able to access
them.
Procedure for dealing with spills of body fluids
1. Put on gloves.
2. Get a piece of absorbent paper towel and plastic bag.
3. Place over spill and let it soak up the spill.
4. Carefully remove paper and put in paper in plastic bag.
5. Take off gloves and also place in plastic bag before
disposing in the bin.
6. Wash and dry your hands and place on a new pair of
gloves.
7. Wipe or mop area with warm soapy water.
8. Apply disinfectant to area.
9. Let air dry.
10. Take off gloves and wash hands.
Remember!
Always Wear Gloves
Wearing gloves does not replace the need for handwashing as gloves may have
very small holes or be torn during use. Hands may also become contaminated
during removal of gloves. A pair of new disposable gloves should be used for each
child.

4.4.1 Promote and Implement Effective Hygiene Practices
Maintaining high standards of hygiene is essential in preventing the spread of
infectious diseases and ensuring good health. Effective hygiene practices assist
significantly in reducing the likelihood of children becoming ill due to cross-
infection or as a result of exposure to materials, surfaces, body fluids or other
substances that may cause infection or illness.
In their settings, educators and co-ordinator

personal health and hygiene by sharing ownership of
routines and schedules with children, families and the
community (Early Years Learning Framework, page 32;
Framework for School Age Care, page 31).
Source: Guide to the NQS
When you promote and implement effective hygiene

practices children will learn to take increasing responsibility
for their own health and physical wellbeing.
Centres can support this by ensuring the implementation of:

• Health and hygiene policy and procedures
• Written procedures and schedules for maintaining a regular regime of
• Nappy-changing and toileting procedures displayed in toilet and nappy-

changing areas
• Information about correct hand-washing procedures displayed in relevant
areas of the service, such as bathrooms, nappy change areas and food
preparation areas.
• Evidence that families are provided with information and support that helps
• Hygiene practices that reflect current research, best practice and advice from
relevant health authorities
• Safe and hygienic storage, handling, preparation and serving of all food and
drinks consumed by children, including foods brought from home
Educators and staff can support this by implementing:

•

• Actively supporting children to learn hygiene practices (including hand
washing, coughing, dental hygiene and ear care)
• Appropriate hygiene practices in relation to hand washing, toileting, nappy
changing and cleaning of equipment
• Clean toileting and nappy-changing facilities
• Fresh linen and sheeting for each child using cots or mattresses.
• .
The outcome of ensuring this occurs is the learning outcome for children under
the EYLF:
Outcome 3: Children have a strong sense of wellbeing - Children take increasing
responsibility for their own health and physical wellbeing
This will become evident, for example, when children:

• recognise and communicate their bodily needs (for example, thirst, hunger,
rest, comfort, physical activity)
• are happy, healthy, safe and connected to others
• engage in increasingly complex sensory motor skills and movement patterns
• combine gross and fine motor movement and balance to achieve
increasingly complex patterns of activity including dance, creative movement
and drama
• use their sensory capabilities and dispositions with increasing integration, skill
and purpose to explore and respond to their world
• demonstrate spatial awareness and orient themselves, moving around and
through their environments confidently and safely
• manipulate equipment and manage tools with increasing competence and
skill
• respond through movement to traditional and contemporary music, dance
and storytelling
• show an increasing awareness of healthy lifestyles and good nutrition
• show increasing independence and competence in personal hygiene, care
and safety for themselves and others
• show enthusiasm for participating in physical play and negotiate play spaces
to ensure the safety and wellbeing of themselves and others

Educators can promote this learning, for example, when they:
• actively support children to learn hygiene practices
• promote cont
ownership of routines and schedules with children, families and the
community
• discuss health and safety issues with children and involve them in developing
guidelines to keep the environment safe for all
• engage children in experiences, conversations and routines that promote
healthy lifestyles and good nutrition
• model and reinforce health, nutrition and personal hygiene practices with
children
• provide a range of active and restful experiences throughout the day and
support children to make appropriate decisions regarding participation
Source: Guide to the EYLF, pg. 31
4.4.2 Ensure That the Service Accesses Information on Current Hygiene

Practices
Current and up-to-date information can be gathered from local councils, health
organisations and many websites on hygiene.
Some of the things that you should be researching under hygiene practices are:
• Ensure hygiene practices reflect current research, best practice and advice
from relevant health authorities
• Implement the service's health and hygiene policy and procedures
consistently
• Actively support children to learn hygiene practices (including hand washing,
coughing, sneezing, dental hygiene and ear care)
• How to model appropriate and
current hygiene practices in
relation to hand washing, toileting,
nappy changing and cleaning of
equipment
• Provide clean toileting and nappy-
changing facilities
• Display correct hand-washing
procedures in relevant areas of the
service, such as bathrooms, nappy change areas and food preparation areas

Where Can You Get Up to Date Resources?
Public Health Units in Australia
Work Health and Safety Authorities

Food Authorities
Additional Resources for Current Hygiene Practices

• Australian Government: Department of Health http://health.gov.au/
• National Health Medical Research Council: http://www.nhmrc.gov.au
• Kids Matter: https://www.kidsmatter.edu.au
• Immunisation: http://www.immunise.health.gov.au/
• Work Health and Safety WorkSafe: http://www.safeworkaustralia.gov.au
• Food Standards Australia New Zealand (FSANZ):
http://www.foodstandards.gov.au/Pages/default.aspx
• Reducing the Risk of Infectious Diseases in Child Care Workplaces - Work
Safe Western Australia
• Hygiene in child care - an NCAC Factsheet for Families
• National Health and Medical Research Council (NHMRC)
o Staying Healthy: Preventing infectious diseases in early childhood
education and care services (5th Edition) (PDF, 2.6MB)
o The chain of infection - Poster (PDF, 211KB)
o Changing a nappy without spreading germs - Poster (PDF, 847KB)
o How to use alcohol-based hand rub - Poster (PDF, 552KB)
o How to wash hands - Poster (PDF, 771KB)
o Recommended minimum exclusion periods - Poster (856KB)

o The role of hands in the spread of infection - Poster (PDF, 325KB)
o Exclusion periods explained - Information for families (PDF, 1MB)
o Breaking the chain of infection - Information for families (PDF, 1.3MB)
o What causes infections - Information for families (PDF, 917KB)
o Part 5 Fact Sheet - Croup (PDF, 73KB)
o Part 5 Fact Sheet - Warts (PDF, 57KB)
4.4.3 Advice from Relevant Health Authorities
important that you are meeting the requirements, recommendations and relevant
advice from health authorities.
4.4.4 Support Children to Learn Personal Hygiene Practices

Learning hygiene practices appropriate to their age and abilities should always be
supported in the centre, we can help them do this by:
• showing or explaining what to do in a clear manner
• making it easy for them (providing the right equipment)
• using encouragement, reminders and praise
• model the good hygiene practice
As children learn through play, it is also a good learning tool for teaching and
reinforcing positive hygiene practices. A fun way to encourage children to wash
their hands includes singing songs while hand washing.
Hand Washing Songs

Sung to the tune of "Row, row, row your boat"
Wash, wash, wash your hands,
Play our handy game.
Rub and scrub, scrub and rub,
Germs go down the drain.
Su
Twinkle, twinkle little star
See how clean my two hands are

Soap and water wash and scrub
Get those germs off rub a dub
Twinkle, twinkle little star
See how clean my two hands are.
4.4.5 Reporting and Documenting Illness
Illness Record. This form needs to be signed by the parent on collection.
The report needs to include:

•
• signs and symptoms,
• treatment, and
• signature for educator
Each centre will have their own procedures and forms for reporting illness. Please
click on the following link to view Sparkling Stars Incident, Injury, Trauma and Illness
Record.
Common Illness/ Treatment and Care of

Signs
Symptoms Child
High Temperature Temperature greater • Inform the qualified
than 37.5 degrees C educator.
(oral/-mouth) or 37 • Ensure you follow
degrees C (axillary- strict hygiene
armpit) procedures (gloves
and hand washing)
• Sit child away from
other children in a
quiet place.
• limiting the number
of educators dealing
with the child to
prevent cross
infection

• Stay with child and
comfort
• Provide water to the
child
• Remove excess
clothing
• Parents to be called
to collect the child.
• Paracetamol; can be
given only with
permission from the
parents.
• Encouraged parents
to seek further
medical advice.
• Ensure all toys and
equipment the child
has had contact with
are cleaned.
Diarrhoea and Diarrhoea and/or • Inform the qualified
vomiting vomiting educator.
• Ensure you follow
strict hygiene
procedures ( gloves
and hand washing)
• Sit/ lay child away
from other children
in a quiet place.
with the child to
prevent cross
infection
comfort
• Provide water to the
child
• Ensure child has
clean clothing on
• Provide child with a
container to vomit in
(if needed)

to collect the child
• Encourage parents to
seek further medical
advice.
equipment the child
are cleaned.
Conjunctivitis • Discharge from the • Inform the qualified
eye (thick and educator.
coloured white, • Ensure you follow
yellow or green.) strict hygiene
• Redness of the eye, procedures ( gloves
• Sore and itchiness of and hand washing)
the eye, • Clean eye (Wipe the
• Swollen eyelids, closed eye gently but
firmly to remove the
• Eye sensitive to bright excess discharge. use
light. a separate cotton
wool ball or tissue for
each eye to avoid
cross-infection and
use warm water.
• Sit child away from
other children in a
quiet place.
with the child to
prevent cross
infection
comfort
advice.
equipment the child
are cleaned.

Skin Rashes measles, Skin can look : • Inform the qualified
mumps, chicken pox • small, red, pin-heads educator.
etc. bumps • Ensure you follow
• fine and lacy strict hygiene
markings procedures ( gloves
and hand washing)
• large red blotches
• Sit/ lay child away
• solid red area all from other children
joined together in a quiet place.
• blisters • limiting the number
NOTE: Rashes often with the child to
have other symptoms prevent cross
such as high infection
temperature and • Stay with child and
lethargic. All of these comfort
symptoms are signs of
• Treat other
their individual illness/
symptoms such as
infection.
temperature.
advice.
equipment the child
are cleaned
Source: NHMRC - Staying Healthy in Child Care: Preventing infectious diseases in child care, Fourth Edition

4.5 Controlling and Preventing Cross Infection in Child Care
There are steps that can be taken in child care centre to reduce the risk of
transferring infectious diseases. These include:
• Encourage immunisation for staff members and children (not compulsory
though children that are not immunised the child will be excluded from the
centre in case of outbreak);
• Establish policies to outline centre hygiene procedures and exclusion of sick
people;
• Provide adequate facilities for hand washing, cleaning and disposing of
waste;
• Establish proper procedures for infection control, especially for:
o Good personal hygiene including washing hands properly;
o Safe and hygienic practices for high-risk activities such as dealing with
blood and body fluids, nappy changing and toileting, handling dirty linen
and contaminated clothing and preparing and handling food;
o Good management of toys, play clothing and play equipment (such as
sand pits and wading pools); and
o General cleaning of the childcare workplace;
• Provide staff members, children, and visitors with information on infection
control policies and procedures (e.g. posters displayed showing correct hand
washing procedure etc.)
• Provide adequate supplies of protective equipment such as disposable
gloves.
4.5.1 Configure Groupings of Children to Minimise the Risk of Illness

and Injuries
Configuring groupings of children to minimise the risk of illness
Whenever children are together, there is a chance of spreading infections. This is
especially true for infants and toddlers who are likely to use their hands to wipe
their noses or rub their eyes and then handle toys or touch other children. These
children then touch their noses and rub their eyes, so the virus goes from the nose
or eyes of one child by way of hands or toys to the next child who then rubs his
own eyes or nose.
To reduce the risk of becoming sick with the flu, child care providers and all the
children being cared for must receive all recommended immunisations, including

flu vaccines. The single best way to protect against the flu is to get vaccinated each
year. This critically important approach puts the health and safety of everyone in
the child care setting first. The flu vaccine is recommended for everyone 6 months
of age and older, including childcare staff.
Your centre may even establish a policy that any child with respiratory symptoms
(a cough, runny nose, or a sore throat) AND fever should be excluded from the
child care program. The child can return after the fever has resolved (without the
use of fever-reducing medicine), the child is able to participate in normal activities,
and staff can care for the child without compromising their ability to care for the
other children in the group.
In many Early Education and Care centres, staff cannot care for sick children and
in most cases are not trained to. Some centres may ensure the child is kept
com
spread throughout the facility. In these programs, the staff member would be
-
disease to others. There may also be a place to lie down while remaining within
sight of a staff member if a child needs to rest.
Configuring groupings of children to minimise the risk of injuries

When configuring groupings of children to minimise the risk of injuries, it is
important that staff in the centre take into account the physical attributes of the
factors when selecting tricycles, mounting hooks in cubbies or deciding to

purchase chairs with or without sides.
Similarly, the size and weight of equipment such as balls, boxes and toys should
ensure safe lifting, carrying, or stacking. When working with very young children,
avoid small objects which could be easily swallowed or put in their ears or nostrils.
It is also important that staff in the centre take into account these physical attributes
when children are playing together as this can sometimes lead to accidents. Some
of the children may be bigger than the other children they are playing with and
may cause injuries whilst running around and playing.

4.5.2 Maintain Written Procedures and Schedules to Ensure a Regular
It is important that the centre maintain both written policy and procedures to
through the spread of infection and germs has been minimised through
conducting regular risk analysis, safety audits and following cleaning schedules,
detailing when and how the toys and equipment should be washed, checked,
maintained and provided to children.
Cleaning Toys, Clothing Furniture and Equipment

Preferably buy washable toys if practicable and ensure
toy cleanliness, wash mouthed toys daily using warm
water and soap, and dry in the sun, rotate toys to allow
for washing and use individual toy bags for babies,
clean books by wiping with moist cloth and drying,
clean toy storage areas weekly.
Whenever you are cleaning toys and equipment check

for broken or damaged pieces, consider the risks of
having faulty toys and equipment available to children.
Washing toys is a very important part of reducing the spread of infection and germs.
Toys especially those in rooms with younger children or used outside need to be
washed every day. Warm water, detergent and soap are the best advice to remove
the spread of germs. If your centre has a dishwasher, then you could also use that.
An alternative method is to place the toys in a string bag, and them soak in
detergent; afterwards, you can hose the toys off and leave them hung up in the
bag to dry off outside.
A simple strategy you could establish is to start a "Toy Wash Box" and as you see
the toys that are discarded during the day; or especially if a child sneezes on it (or
the children.
A prime example would be to have two boxes in the nappy change area:
• A box of clean toys
• A box of to be washed toys

Then if a child needs a toy while they are having their nappy changed, give them
one from the clean toy box, and once the nappy has been changed; place the toy
immediately in the "to be washed box'.
Another strategy you could use is to provide colour coded sponges in each area,
e.g. Blue in the bathroom, Red in the kitchen, Yellow in the indoor play area,
Green in the outdoor area, and Orange in the Sleep area. Always make sure to
keep the cloths separate, wear gloves whenever cleaning and then hanging the
gloves out to dry when finished (turned inside out), always wash your hands after
you have finished any cleaning activities.
Your written procedures and schedules could follow a similar timeline as listed
below.
Daily washing schedules should include:

• Toys, any object put in mouth or sneezed on
• Bathroom, taps, toilet seat, handles and door knobs
• Surfaces such as bench tops, taps and cots and tables
• Mattress covers and linen
• Floors
Weekly washing schedule should include:

• Low shelves
• Doorknobs
• Any other surfaces not touched by children regularly.
Remember:
• Use good cleaning and washing techniques rather than just using disinfectant
• Clean items before using bleach
• Store disinfectants and dilute disinfectant safely

4.5.3 Special Areas for Cleaning
Nappy Change Area
Clean the change area (both table and mat) thoroughly after each nappy change
with detergent and warm water. If the mat has faecal matter on it wash with
detergent and warm water, then wipe with bleach and leave to dry. At the end of
each morning and the end of each day remove the mat, wipe with bleach and
leave to dry, preferably outside.
Clothing
Staff clothing or over-clothing should be washed in hot water. Over-clothes, such
as aprons or gowns with button upfronts, are great PPE to be worn by staff as these
can be removed at the end of the day when spoilt and washed ready for the next
day. This strategy helps to protect the early childhood education and care worker's
family when they return home. Over clothes should be worn over clothing that
cannot be washed daily, such as jumpers.
sis.

Linen
Wash linen in hot water. Do not carry used linen against your own clothing or
coverall. Instead it should be transferred to a basket (preferably on wheels). Treat
soiled linen as you would a soiled cloth nappy. It can be advisable for the centre
to have an external contractor collect the linen and take them away to be washed.
Sandpits
Sandpits can be a source of infection and health risks and will need to be kept well
maintained and clean. Sand can often become contaminated with faeces and
urine, usually from animals and insects, although sometimes from the children.
Any sand that has become contaminated by faeces, blood or urine should be
removed using a shovel and plastic bags and disposed of appropriately.
Toys
Use washable toys that will not get damaged if washed at the centre. Follow the
cleaning routines described above to wash and maintain them.
Dummies
Dummies must never be shared by children, when not in use they should be stored
in individual plastic containers and have the child's name clearly marked on the
container. Make sure they do not come in contact with another dummy.
Toothbrushes
Toothbrushes must never be shared by children, when not in use they should be
stored out of reach and make sure they do not come in contact with one another.
The bristles should be exposed to the air, to let them dry as a bacterium will grow
on them if they are wet or damp. Do not let one toothbrush drip onto another as
this may spread germs.
Cots
If a child spoils a crib or cot you should follow the procedure below:
• Put on gloves
• Clean the child
• Wash the child's hands
• Clean the cot
• Remove bulk of soiling/spill with absorbent paper towels

• Remove any visible soiling by cleaning thoroughly with detergent and water
• Provide clean linen
• Place soiled linen in a lined, sealable laundry bag
• Remove gloves and dispose of correctly
• Wash your hands
4.5.4 Provide Families with Information and Support That Helps Them
Good hygiene in childcare services is essential for reducing the risk of cross-
infection and helps children to develop hygiene habits that they will use throughout
their lives.
Families should be aware of the standards of hygiene used by early childhood

education and care staff that minimise the spread of infection. Families can assist
services to maintain a hygienic environment by practising good hygiene with their
own children at home. Current and up-to-date Hygiene and Health Information
sheets on the hygiene standards carried out at the centre can be provided to the
parents.
Early childhood education and care staff can reduce the spread of infection by
encouraging children to follow simple hygiene rules. Using scaffolding to enable
self-help skills can also be promoted by supporting them to develop
hygienic habits and routines. Hygiene can be reinforced at the service through the
experiences, and activities, as well as through the use of daily
routines such as mealtimes, nappy changing and toileting.
role modelling hygienic practices such as thoroughly washing and drying hands,
and using serving utensils or disposable gloves to handle food. By setting hygiene

rules with children and providing positive feedback and support, child care
professionals can help children to develop personal hygiene skills.
What Can Families Do to Support Service Hygiene?

Families can greatly assist their Early Education and Care service by following the
same simple hygiene procedures when they are at the service and ensuring
children practice these hygiene strategies at home.
One of the best ways to stop the illness from spreading is through thorough hand
washing and drying. By washing hands with their child upon arrival and departure
from the service, families can assist to minimise infections that are brought into
and leave the service.
Thorough hand washing and drying at home will reinforce good hygiene habits
with children and minimise cross infections.
Other helpful hygiene practices that families can include are:

• Reminding your child about when they should wash their hands: For
example, before eating, after toileting and after touching animals
• Providing your child with a supply of spare clothes from home in case of
toileting accidents and food and liquid spills
• Keeping your child at home when they are ill until they are no longer
contagious and are well enough to return to care

4.5.5 Source Information About Recognised Health and Safety
Guidelines
There is a large range of health and safety guidelines for the child care centres
available. It is extremely important that you are aware of not only what they are but
where you can go to locate them.
Copies of the guidelines that are relevant to your centre should be kept on location
in the administration or managers office, and available for all staff to access at any
time.
Alternatively, access to health and safety guidelines can also be obtained through
Health and Safety organisations or via the internet.
These guidelines should always be used as a source of best practice when

reviewing risk controls that you have in place and for assessing any residual risk of
these controls.
Health and Safety Guidelines

Staying Healthy: Preventing infectious diseases in early
childhood education and care services 5th Edition, 2012
Covers:
• Concepts in infection control
• Main ways to prevent infection
• Monitoring illness in children
• Procedures in Child Care
• Issues for employers, educators and other staff
http://www.nhmrc.gov.au/_files_nhmrc/publications/attach
ments/ch55_staying_healthy_childcare_5th_edition_0.pdf
Family Day Care Safety Guidelines, Aug 2012
Risk & Safety Requirements
• National Safety Guidelines developed by Child Accident
Prevention Foundation of Australia (CAPFA, trading as
Kidsafe) which aim to prevent unintentional child injury
in home-based education and care services, e.g. family
day care
Note: This resource is an extremely valuable resource for
checking environmental safety
http://www.kidsafesa.com.au/__files/f/11828/Kidsafe_Family
_Day_Care_Safety_Guidelines_2014.pdf

Practices (rev. 2nd ed)
http://eduserve.com/sites/default/files/iccc_resources/Child
_Care_Model_Policies.pdf
ASCIA guidelines for prevention of anaphylaxis in schools,

pre-schools and childcare: 2012 update
The Australasian Society of Clinical Immunology and Allergy

has developed Guidelines for Prevention of Anaphylaxis in
Schools, Pre-schools and Childcare to assist school, pre-
school and childcare staff in the appropriate implementation
of risk-minimisation strategies.
http://www.allergy.org.au/images/stories/pospapers/ASCIA_
guidelines_anaphylaxis_2012.pdf
Australian Dietary Guidelines (2013)
http://www.nhmrc.gov.au/guidelines/publications/n55
Infant Feeding Guidelines: information for health workers

(2012)
http://www.nhmrc.gov.au/guidelines/publications/n56
Safe Infant Care to Reduce the Risk of Sudden Unexpected

Deaths in Infancy Policy Statement and Guidelines
• Queensland Health has developed the Safe Infant Care

to Reduce the Risk of Sudden Unexpected Deaths in
Infancy Policy Statement and Guidelines to assist staff in
the promotion of safe infant care practices in order to
reduce the risk of sudden unexpected infant deaths and
fatal sleeping accidents.
http://compliantlearningresources.com.au/network/sparklin
g-stars/files/2017/03/Safe-Infant-Sleeping-Policy-Statement-
and-Guidelines.pdf

4.5.6 Ensure that Service Procedures are Followed, In Relation to
Notifying Families of Illness or Injuries that Affect Children While
in Education and Care
Handling Infections and Illnesses
diseases within the centre whilst keeping in mind the idea that too much
cleanliness is not necessarily a good thing as proposed by many experts studying
in the area of immunology.
The amount of time children spend in child care centres, or other facilities provides
increasing opportunities for infectious diseases to be spread.
It is not possible and to some extent, not entirely desirable, in terms of the
development
and illnesses within child care centres.
Each child and staff member must always be well enough to attend and participate
fully in activities. Children requiring one to one attention can be considered to need
home care.
Exclusion rules and policies should apply even if it has not been possible to provide
a specific diagnosis of the child's illness. For example:
Children should be excluded for a 24-hour exclusion period:
• after vomiting, diarrhoea or any bowel or stomach upset, this means the child
should be 24 hours clear of any symptoms of vomiting/diarrhoea AFTER the
reintroduction and tolerance of a full diet: i.e. full strength milk or formula for
babies; fruit, vegetables, bread, -schoolers
• after a temperature increase, meaning that the temperature has stayed at the
'NORMAL LEVEL' around 36 - 37c for 24 hours without paracetamol or any
other administered agent.
• after commencing a course of antibiotics or antifungals medication. This
gives time for the medication to begin to take effect and allows time to
observe any adverse reactions to the medication.

Rules for General Sickness
The centre has the right to exclude any child or staff member who has an illness
that may affect the health of others.
As a general principle, children should not be brought to the centre unless they are
able to cope adequately with the normal routines and activities.
They should also not be brought to the centre if they will expose others to
unnecessary infection.
If a child does not have an infectious disease but exhibits any of the following signs
they should be excluded:
• sleeps at unusual times
• has a raised temperature that remains above 37.5c or continues to rise
• is crying constantly as a result of discomfort due to illness
• is reacting badly to medications
• is in need of constant one to one care
It is important that discussions occur with the parents as soon as possible in these
circumstances so that the child can be taken to a doctor for consultation.
It is essential that contagious diseases be reported to the Director as soon as

possible so that other parents can be notified.
Communicating Illness
Every centre should have a communications policy regarding notifying parents
about the illness or injuries of children while in education and care. The policy
should cover:
• Who contacts the parents,
• How contact will be made, and
• When will contact be made
Families will need to be contacted to ensure that they have a decision on what
action will be taken.

Illness or Injury Best Practices Procedures
When a child becomes ill or injured during care, centres should:
Notify the family
This should be done as soon as practically possible. Staff should

request that they or a responsible person nominated by the family,
Keep the child under adult supervision
be provided first aid (if appropriate) and kept in a relaxed, safe

environment.
If medication is required in an Emergency
If prior consent has not been provided by parents or legal guardian,

make every attempt to secure consent from parents or legal
guardian or gain consent form a registered medical practitioner.
Legislative requirements should be followed at all times. See REG
Ensure family is notified of any medication administered
Administer the medication and record the details in accordance

with regulations, ensure that a record of the illness, injury or
accident is made using an Accident/Injury/Illness Reporting Form
Notify the centre manager
In the event of hospitalisation or death of a child the manager or

authorised supervisor must be contacted in accordance with
Regulation. The manager or authorised supervisor is required to
ensure that the parent or guardian of the child, a police officer and
the Director of Community Services are informed in accordance
with Regulation. In the case of a death of a child, the centre
manger should inform the police who will inform the parent or
guardian. The relevant state WorkCover authority must also be
contacted.
Ensure Confidentiality
Any personal or health related information obtained by centre staff
treated with utmost confidentiality.

Childhood Illnesses and Appropriate Responses
Common Illness in Method of

What should your response be?
Childhood Transmission?
Whooping cough Contact with airborne Exclude child until five days after starting appropriate antibiotic treatment
(Pertussis) droplets or for 21 days from the onset of coughing.
Contacts that live in the same house as the case and have received less
than three doses of pertussis vaccine are to be excluded from the centre
until they have had 5 days of an appropriate course of antibiotics. If
antibiotics have not been taken, these contacts must be excluded for 21
days after their last exposure to the case while the person was infectious.
Influenza Contact with airborne Exclude until the child is well.
droplets
Rubella or measles Contact with airborne Exclude until fully recovered or for at least 4 days after onset of rash.
droplets Immunised and immune contacts are not excluded.
Non-immunised contacts of a case are to be excluded from child care until
14 days after the first day of appearance of rash in the last case unless
immunised within 72 hours of the first contact during the infectious period
with the first case.
All immunocompromised children should be excluded until 14 days after
the first day of appearance of rash in the last case.
Hepatitis A Faecal-oral Exclude until a medical certificate of recovery is received, but not before
contamination seven days after the onset of jaundice.
Worms Faecal-oral Exclusion not necessary if treatment has occurred
contamination

Viral gastroenteritis Faecal-oral Exclude until diarrhoea has ceased for at least 24 hours. If child develops
contamination
required.
Chicken Pox Secretions come into Exclude until all blisters have dried. This is usually at least 5 days after the
contact with mucous rash first appeared in unimmunised children and less in immunised
membranes, broken children.
skin Any child with an immune deficiency (for example, leukaemia) or receiving
chemotherapy should be excluded for their own protection. Otherwise,
not excluded.
Cold Sores (herpes Secretions come into Exclusion is not necessary if the person is developmentally capable of
simplex) contact with mucous maintaining hygiene practices to minimise the risk of transmission. If the
membranes, broken person is unable to comply with these practices they should be excluded
skin until the sores are dry. Sores should be covered by a dressing where
possible.
Ringworm Secretions come into Re-admit the day after appropriate treatment has commenced.
contact with mucous
membranes, broken
skin
Glandular fever Direct contact with Exclusion is NOT necessary
(Mononucleosis) saliva
Cytomegalovirus From urine Exclusion is NOT necessary
(CMV) contaminated
surfaces
Hepatitis B Blood from an Exclusion is NOT necessary
infected person
comes into direct
contact through

broken or abraded
skin or with the
mucous membranes
of another person.
Hepatitis C Blood from an Exclusion is NOT necessary
infected person
comes into direct
contact through
broken or abraded
skin or with the
mucous membranes
of another person.
HIV Blood from an Exclusion is NOT necessary. If the person is severely
infected person immunocompromised, they
comes into direct
contact through
broken or abraded
skin or with the
mucous membranes
of another person.

4.5.7 Advise Families and Public Health Authorities Where Necessary of
Cases of Infections Diseases at the Service and Provide Them With
Relevant Information
A long history of major public health problems in both Australia and the rest of the
world has created the need for public health legislation to contain the spread of
communicable diseases. Even though death and illness from communicable
diseases were significantly reduced in the 20th century, particularly vaccine-
preventable diseases such as measles, mumps, rubella, tetanus, influenza, polio,
etc. Other diseases, such as food and water-borne diseases and sexually
transmitted infections, continue to pose problems.
When we are rejoicing with advances in the treatments of many illnesses and
diseases, the World Health Organisation has released a global warning on the
spread of Ebola and the possibility of a pandemic (a worldwide epidemic).
It outlines how an Early Education and Care service should use guidelines in dealing
with infectious diseases, and address child and staff immunisation, including
ill children and educators should be consistently implemented.
Early Childhood Education and Care centres are required to inform the local
public health unit of the following notifiable conditions:
• Diarrhoea (if several children in one group are ill);
• Haemophilus influenzae type B (Hib);
• Hepatitis A;
• Hepatitis B (recent illness only);
• Measles;
• Meningococcal infection;
• Parvovirus B19 (if 2 or more cases);
• Pertussis;
• Roseola (if two or more children in one group are ill);
• Scarlet fever; and

• Tuberculosis (TB).
Some conditions require urgent notification to enable prompt public health action,
and immediate phone contact with the Public Health Unit is required. For example,
in the case of invasive meningococcal disease, public health units will undertake
contact tracing and provide clearance antibiotics for eligible contacts.
What should centre staff do when a notifiable disease is recognised in their

setting?
Under the public health legislation, staff should exclude from care or work any
suspected persons, and the local Public Health Unit should be notified and
provided with any details of any known or suspected persons (children or staff) with
any of the notifiable diseases.
Staff should report to and seek advice from the local Public Health Unit if two or
more persons (children or staff) have gastroenteritis.
Staff will need to seek advice from the Local Public Health Unit if any person has a
serious illness such as meningitis, food poisoning, gastroenteritis, streptococcal
infection, tuberculosis, hepatitis A or disease as listed by the recommended
notifiable diseases.
In the case of a person presenting symptoms of a notifiable disease:

• Isolate Child: the child should be isolated from other children providing the
sick child, and all other children can be adequately supervised.
OR
• Isolate Staff member: Isolate the affected staff member from other children
and staff and ensure they are replaced to ensure the appropriate supervision
of children.
• Notify Parents/Carer or Family: It is extremely important that the family of
the affected person are notified as soon as practically possible, and request
that they or a responsible person nominated by the parent or guardian, pick
up and take charge of the child/staff member and take them to the doctor.
• Assess the person: Assess the child/staff member for any need for first aid or
emergency treatment, make them comfortable and reassure them. Keep the
child under adult supervision until
responsible person who has consent takes charge of the child except as

required by law under the legislation. Check the details in your local
state/territory Public Health Act.
• Inform other families: Inform all other families of children at the centre as
soon as possible, of the presence of the infectious disease in
o a child in your care,
o a centre staff member or
o a person working or visiting the centre.
o In providing such information, ensure confidentiality of any personal
identifying or health information of any person or child with an infectious
disease.
• Contact Public Health: When a confirmed outbreak of an infectious disease
has occurred, discuss the situation with the local Public Health Unit, and
request the Public Health Unit to provide written advice and information
about identification, prevention and management of possible infection or
serious illness.
By informing the public health unit, the centre benefits because public health
staff may be able to help:
• Identify the cause of the illness
• Explain the consequences to children and staff of an infection
• Trace the source of the infection (for example, contaminated food)
• Advise on appropriate control measures (for example, vaccines, antibiotics,
exclusion, education, infection control practices)
Public health staff can provide valuable advice and support and have access to
resources that may be necessary to manage outbreaks.
• Sanitise the Centre: Ensure all bedding, towels, clothing, toys, equipment
and utensils used by the child or staff member are washed and dried in the
• Remain Vigilant: Be vigilant (monitor and observe) for the same disease
occurring in any other child or person that has been in contact with the child
(most incubation periods for common infectious diseases are around 1 to 2
weeks).
• Ensure confidentiality: Ensure confidentiality of any personal or health-
related informat

Note: Be aware that infection with HIV, AIDS, Hepatitis B, or Hepatitis C are not
grounds for exclusion (unless the person is acutely infectious or has a secondary
that a child or any person associated with the centre has HIV, AIDS, Hepatitis B, or
Hepatitis C, this information must remain confidential unless the person or parent
has given explicit consent to inform others.
Administering Medication
parent or legal guardian, make every attempt to secure consent from a parent or
legal guardian or consent from a registered medical practitioner.
Administer medication and record the administration in accordance with the

Regulation, ensure that a record of the illness, injury or accident is made in an
Incident, Injury, Trauma or Illness Record
family.
Hospitalisation or Death of a Child

In line with Regulations 12, in case of a serious illness where a child required or
ought to have required hospitalisation, the approved provider must notify the
regulatory authority within 24 hours of the incident. Only those that require
immediate medical attention should be reported to the regulatory authority. In the
event of a death of a child in the service, the approved provider must also notify
the regulatory authority as soon as practicable, but within 24 hours of the incident.
Reporting can be done by using the National Quality Agenda IT System (NQA IT),
an online tool that assists in easy communication with the regulatory authorities
without heaps of paperwork.
-to-date and a
procedure is in place to maintain the currency.
What is Immunisation?
Immunisation protects people against harmful infections before they come into
contact with them in the com
defence mechanism - the immune response - to build resistance to specific

infections. Immunisation helps people stay healthy by preventing serious
infections.
Immunisation means both are receiving a vaccine and becoming immune to a

disease, as a result of being vaccinated.
All forms of immunisation work in the same way.
When a person is vaccinated, their body produces an immune response in the

same way their body would after exposure to a disease, but without the person
suffering symptoms of the disease. When a person comes in contact with that
disease in the future, their immune system will respond fast enough to prevent the
person developing the disease.
All vaccines currently available in Australia must pass stringent safety testing before
being approved for use by the Therapeutic Goods Administration (TGA). This
development.
Why immunisation is so important

Immunisation is a simple, safe and effective way of protecting both the children
you love and yourself against certain diseases that can cause serious illness and
sometimes death. If a child is protected through immunisation, they will not
on to other people especially:

•
• People aged 65 years and over
• Pregnant women
• Aboriginal and Torres Strait Islander people aged 15 years and over
• Anyone aged 6 months and over who has a chronic condition placing them
at increased risk of complications from influenza
Some immunisations, including rubella immunisation, can help protect unborn

babies.
• Young children and babies are more prone to illness as their immunity has
not developed fully.

• Children are often less likely to practise good hygiene (for example washing
their hands, covering their mouth when they cough and using tissues) and
more likely to expose you to their bodily fluids!
• Some infectious diseases can be very serious. For example, whooping cough
(also called pertussis) can be deadly for young babies, but will often be a mild
illness in adults.
• Many infectious diseases, such as measles, are highly infectious several days
before any symptoms appear.
Recommended Immunisations for Children

The National Health and Medical Research Council (NHMRC) recommend that
Australian babies and children are immunised against the following diseases:
• Chickenpox
• Diphtheria
• Haemophilus influenza type b (Hib)
• Hepatitis b
• Measles
• Meningococcal c
• Mumps
• Pneumococcal infection
• Poliomyelitis
• Rotavirus (for babies under six months)
• Rubella
• Tetanus
• Whooping cough
Recommendations
older children and some adults are immunised against
meningococcal C, pneumococcal infections, hepatitis A and influenza. Although
all Australians can be immunised against these diseases, the vaccines are free only
for some high-risk groups.
When enrolling a child in your child care centre, you must ask the question about
immunisation to ensure children have had their immunisations and when they are
updated families should advise you of the date. Keeping the centre records up to

date for each child will e
immunisation status.
Staff Immunisations
Child care staff may also be exposed to diseases that are preventable by
immunisation including hepatitis A, measles, mumps, rubella, varicella and
pertussis. Staff that have not previously been infected with or immunised against
these diseases are at risk of infection. All of these diseases can cause serious illness
in adults. Some of these diseases, such as rubella and chickenpox, can cause
serious damage to an unborn baby if a woman is infected during her pregnancy.
Child care staff will normally be at minimal risk of hepatitis B. If advice on risk is
needed, ask the local public health unit.
Which staff members should consider immunisations?

People working closely with children, including:
• Childcare and preschool staff
• School staff (including teachers, school nurses, out-of-school carers, welfare
coordinators)
• Youth and children's service workers (including child protection workers)
• Health and allied health workers
• Correctional staff working where children cohabitate with mothers
• Health and allied health workers
• Vocational students on placement
Source: Why immunisation is important
Employers have an obligation to prevent or minimise the risk to childcare staff from
exposure to diseases that are preventable by vaccination. Immunisation of staff is
one effective way to manage the risk in childcare settings, as these diseases are
usually infectious before the onset of symptoms.
The National Health and Medical Research Council (NHMRC) recommend that
childcare staff should be immunised against:
• Hepatitis A
• Measles-Mumps-Rubella (MMR). Childcare staff born during or since 1966
who do not have vaccination records of two doses of MMR, or do not have
antibodies for rubella, require vaccination

• Varicella, if they have not previously been infected with chickenpox
• Pertussis. An adult booster dose is especially important for those staff caring
for the youngest children who are not fully vaccinated
• Although the risk is low, staff who care for children with intellectual disabilities
should seek advice about hepatitis B immunisation if the children are
unimmunised
Early childhood education and care services staff can be exposed to infectious
diseases through contact with infectious children and their blood and body
substances.
Recommended vaccinations for non-immune staff who work with young children
include:
• hepatitis A
• measles-mumps-rubella (MMR) (persons born during or since 1966 who have
only received one dose of the MMR vaccine should have a second dose)
• chickenpox (if not previously infected)
• pertussis (whooping cough) (an adult booster dose)
• influenza (annual vaccination).
Changes to Legislation
In an effort to improve childhood immunisation rates, many state governments
have amended their Public Health Act legislation, meaning that early childhood
education and care services cannot enrol a child unless the parent/guardian has
provided documentation that shows the child:
• is fully vaccinated for their age, or;
• has a medical reason not to be vaccinated, or;
• has a parent/guardian who has a conscientious objection to vaccination or;
• is on a recognised catch-up schedule if
their child has fallen behind on their
vaccinations.
•
recorded upon their initial enrolment in the
service and at each immunisation

milestone (2, 4, 6, 12 & 18 months and 3½ - 4 years).
In the event of an outbreak of a vaccine-preventable disease, unimmunised

children may be required to stay at home for the duration of the outbreak.
Immunisation and Parent Eligibility for Some Government Benefits

A number of government family assistance payments require children to meet the
immunisation requirements. Some Government benefits are available to parents of
children who meet certain immunisation requirements, that is, they are up to date
with immunisation or have an appropriate exemption (benefits can be received
without a child being fully immunised). For more information, parents can visit
www.humanservices.gov.au/individuals/enablers/immunisation-requirements or
visit a Centrelink or Medicare Service Centre.
The Australian Childhood Immunisation Register

An Australian, State and Territory Government initiative, the Immunise Australia
Program aims to increase national immunisation rates for vaccine-preventable
diseases. The Immunise Australia Program implements the National Immunisation
Program (NIP) Schedule which currently includes vaccines against a total of 16
diseases.
Access to the Australian Childhood Immunisation Register (ACIR)

After registering, parents/guardians can log onto the Medicare online services
website and print a copy of the ACIR Immunisation History Statement or relevant
form that needs to be completed by their doctor/immunisation nurse.
The ACIR Immunisat

months and 3½ - 4-year-old milestone vaccinations automatically but can be
requested at any time.
top section of the form as highlighted in the example below:

Source: NSW Health Immunisation Enrolment Toolkit
Upon enrolment ask the parents if you can take a copy of this statement to add to
your enrolment records and update your Immunisation register.

Source: NSW Health Immunisation Enrolment Toolkit
Online versions of the ACIR Immunisation History Statements were shown in the
previous examples.
A mailed version is shown below:

Early Childhood Education and Care Immunisation Schedule register
Under Element 2.1.2 of the NQS,
l
be viewed by NQS auditors as part of the Quality Improvement process.
The schedule above is an example from the NSW Immunisation register template available at www.health.nsw.gov.au/immunisation/Documents/immunisation-reg-
template.xls

4.5.8 Provide Information to Families and Educators About Child and
Adult Immunisation Recommendations
Centre Policies on Immunisation
Every centre should have the following:
• A staff immunisation policy should be developed stating the immunisation
requirements for childcare staff at the centre
• A staff immunisation record should document previous infection or
immunisation for any relevant diseases (as listed above).
• Requirements for all new and current staff to complete the staff
immunisation record
• Regularly update staff immunisation records as staff become vaccinated
• Current up-to-date information for staff about diseases that are preventable
by immunisation, this could be presented through in-service training or
written material such as fact sheets and newsletters
• Strategies in place to ensure that all reasonable steps are taken to encourage
non-immune staff to be vaccinated
* Childcare workers born during or since 1966 who do not have vaccination
records of two doses of MMR, or do not have antibodies for rubella, require
vaccination.
Staying up-to-date with immunisations is the most effective way you can protect
yourself and the children and babies you work with from vaccine-preventable
diseases.
Quality Area 2 Children s Health and Safety

One of the key factors related to meeting the requirements in Quality Area 2
services
including encouraging and supporting childhood immunisation.
This means that services should be able to provide the latest recommendations on
immunisations to parents and families upon request. It is this information available
as part of your enrolment pack.

How can you keep up to date with current information about child and adult
The Immunise Australia Program aims to increase national immunisation rates by

funding free vaccination programs, administering the Australian Childhood
Immunisation Register and communicating information about immunisation to the
general public and health professionals.
https://www.australia.gov.au/information-and-services/health/childrens-health-
and-immunisation
http://www.immunise.health.gov.au/
The Understanding Childhood Immunisation (UCI) booklet is an easy to understand

resource aimed at informing parents and guardians on what immunisation is, why
they should vaccinate their child/ren against vaccine-preventable diseases,
vaccines their child/ren will receive under the National Immunisation Program and
addresses frequently asked questions.
There are two versions of the Understanding Childhood Immunisation (UCI)

booklet:
• detailed booklet on 'Understanding Childhood Immunisation'; and
• the handy quick reference booklet, 'Your Guide to Understanding Childhood
Immunisation'.
National Health and Medical Research Council (NHMRC)

ng
expert body promoting the development and maintenance of public and individual
health standards.
Staying Healthy - Preventing infectious diseases in early childhood education and

care services is a great resource that covers:
• concepts of infection control
• monitoring illness in children
• suggested procedures
• issues for employers, educators and other staff
• fact sheets on diseases common to education and care services
• forms, useful contacts and websites.

This resource represents an increased focus on a risk-management approach to
infection prevention and control principles in daily care activities.
Staying Healthy provides educators and other staff working in education and care
services with simple and effective methods for minimising the spread of disease. It
with parents.
The most recent schedule for the National Immunisation Program is below:
(updated 8 December 2017)
Age of Child Recommended Immunisation

Birth • An injection for hepatitis B
2 months • A combined injection for diphtheria, tetanus, whooping
cough (pertussis), hepatitis B, polio, Hib (haemophilus
influenzae type b)
• An injection for pneumococcal
• Oral drops for rotavirus (Oral dose of rotavirus vaccine
6-14 weeks of age)

influenzae type b)

• Oral drops for rotavirus (Oral dose of rotavirus vaccine
10-24 weeks of age)

influenzae type b)
12 months • A combined injection for measles, mumps, rubella

• A combined injection for Hib (haemophilus influenzae
type b), meningococcal C
18 months • A combined injection for measles, mumps, rubella,

chickenpox (varicella)
• A combined injection for diphtheria, tetanus, whooping
cough (pertussis)
4 years • A combined injection for diphtheria, tetanus, whooping

cough (pertussis), polio

4.6 Management of Allergies
1. Right child
2. Right medication
• Read the label to make sure you have the correct medication.
• Check to see:
o Medication is in the original labelled container
o Expiration date is not exceeded
3. Right dose
• Check dose on label and authorization form
• Use proper measuring device
• Check measuring device carefully and have another educator double
check dose.
4. Right time
• Check the permission form to match the time with the label
• Check that medication is being given within 30 minutes before or after
prescribed time
• Look at the clock and note the time
• The right time includes both time and date
5. Right way is the way and place that medication is given (i.e., orally, topically,
inhaled, etc.). Example, asthma medication to be given through nebulizer or
spacer depending on doctors instructions.
Storage of Medication
Medication needs to be stored appropriately, away from children and in childproof
containers. A major hazard is the possibility of the child finding a bottle of some
medication-- ose.
Most child care centres have detailed policies and procedures.
Medication will only be administered by the centre staff if:

•
and required dosage
• the parent/guardian has completed and signed an authority to give
medication form

• medication must be given directly to the staff member and not left in the
• before medication is given to a child the staff member will verify the correct
dosage with another staff member. After giving the medication, the staff
member will complete the following details on the authority to give
medication form - the name of child, date, time, dosage, medication given;
the person who administered, the person who verified with signatures to
validate.
•
Where medication for treatment of long-term conditions or complains such as

asthma, epilepsy or ADD is required, the centre may require a letter f
medical practitioner or specialist detailing the medical condition of the child,
correct dosage as prescribed and how the condition is to be managed. Please
check and read the policy and procedures for administering medication.
No medicati
permission.
4.6.1 Anaphylaxis
The most severe form of allergic reaction is anaphylaxis. This is a severe allergic
reaction or attack that usually occurs within 20 minutes of exposure to the trigger
and can rapidly become life-threatening.
Allergic reactions are common. They happen when the immune system reacts to
something in the environment that is normally harmless: e.g. food proteins, pollens
or dust mites. It can be triggered by an allergen coming into contact with the skin,
eyes, nose, eyes, lungs or the stomach/bowel.
How to protect children with allergies?

Each centre will have their own strategies to ensure all educators are informed if
children have allergies or are at risk of an anaphylaxis reaction.
Strategies include having a list and or individual posters in each playroom,
plans need to be displayed in a place that is easily accessed if needed. Anaphylaxis
cool though easily accessed by the educators.

It is essential that good communication with relief educators is maintained. When
relief educators arrive at the centre, they should be informed about any children
who have allergies, their triggers and treatment procedures.
When preparing, storing and serving food, it is essential that you follow strict food
handling procedures to prevent cross-contamination of food.
Educators and the cook need to ensure they keep the trigger food separate from
• If you use a food that is a trigger allergen for a child in the centre, wash
contaminated kitchen utensils, plates and pots and pans used in hot soapy
water or in the dishwasher between uses.
• Use hot, soapy disposable paper towelling to wipe surfaces that have had the
food allergen on them. This allows removal of the allergen without
contamination of the everyday sponge or washcloth.
• Use separate sponges (colour coded) for washing up to reduce the risk of
cross-contamination. Do not store sponges together.
• Use a plastic basket in the fridge to contain allergic foods, eg. Milk, eggs etc.
so not to contaminate food in storage.
• Make individual plates up for children with allergy and mark clearly with their
name and the date.
• Ensure children do not share food or utensil.
4.6.2 Allergic and Anaphylactic Reactions

Many allergic reactions are mild, but some can be severe and even life-threatening.
Signs and symptoms
Mild to moderate allergic reaction
A reaction will include one or more of these symptoms, and it is possible that a
number of them will happen at the same time:
• hives or welts (a red, lumpy rash, like mosquito bites).
• a tingling feeling in or around the mouth
• abdominal pain, vomiting and/or diarrhoea
• facial swelling

Severe allergic reaction (Anaphylaxis)
This term is used to describe a severe allergic reaction that involves breathing
and/or circulation (heart and blood). Any of these symptoms, as well as one or
more of the above symptoms of a mild-moderate allergic reaction, indicates
anaphylaxis:
• difficulty with breathing and/or noisy breathing
• swelling of the tongue
• swelling and/or tightness in throat
• difficulty talking and/or hoarse voice
• loss of consciousness and/or collapse
• when a person becomes pale and floppy (infants/young children)
Treatment
The first line treatment for anaphylaxis is adrenaline, which may be given as an
EpiPen® injection.
EpiPen® Administration Techniques
Source: https://www.allergy.org.au/health-professionals/anaphylaxis-resources/how-to-give-epipen

If a child has had a history of anaphylaxis, an adrenaline auto-injector should be
prescribed for the treatment or future episodes. Indications for prescribing an
adrenaline auto-injector, can be found at the Australasian Society of Clinical
Immunology and Allergy (ASCIA).
The following recommendations should be considered:
• Each child who has been prescribed an adrenaline auto-injector needs an
Anaphylaxis Action Plan, completed by a doctor.
• If an adrenaline auto-injector is used, always call an ambulance by phoning
000
Reference:
https://www.rch.org.au/kidsinfo/fact_sheets/Allergic_and_anaphylactic_reactions/
To view a template for an anaphylaxis Medical Action Plan, please click on the
following link: http://compliantlearningresources.com.au/network/sparkling-
stars/?p=3405
4.6.3 Management of Asthma

Asthma is a common chronic inflammatory disease of the airways characterized
by variable and recurring symptoms, reversible airflow obstruction and
bronchospasm.
Asthma can be triggered by any of the following:

• Pollens
• Moulds
• House dust mites
• Animal dander and saliva (cat, dog, horse, rabbit)
• Chemicals used in industry
• Venom from insect stings
• Some foods and medicines
o peanuts
o eggs
o tree nuts (e.g. cashews)
o
o fish and shellfish
o wheat

o soy
o sesame
If it is known that a child suffers from asthma, there should be a completed Asthma
Management Plan contained in their student profile.
Always follow organisational policies and legislative requirements in relation to

medication for asthma.

Chapter Review
Knowledge Check
• What alternatives can you provide for children during rest times
who would not need daytime sleep?
• List one (1) way you can maintain privacy in an Early Childhood
Education and Care setting.
• How can you help build dressing and undressing skills in childre n?
• Cite which public health unit you can get up to date resources from
in your state/territory.
• How can configuring groupings of children minimise the risk of
illness and injuries?
Summary
• Rest and quiet times are essential for the wellbeing and
development of children. The children need to take necessary
breaks throughout the day to get through with a happy and cheerful
demeanour and to renew their energy for an active day.
• It is always important that you share information about individual
• Child care services should have extra clothing available for children
which are safe, environmentally appropriate, and conside r the
• Maintaining high standards of hygiene is essential in preventing the

spread of infectious diseases and ensuring good health. Effective
hygiene practices assist significantly in reducing the likelihood of
children becoming ill due to cross-infection or as a result of
exposure to materials, surfaces, body fluids or other substances that
may cause infection or illness.
• Child care centres can reduce the risk on transferring infectious
diseases by encouraging immunisation for childr en and staff,
establishing hygiene policies, providing adequate facilities for hand
washing and waste disposal, establishing proper procedures for
infection control, providing all with relevant information, and
providing adequate supplies of PPE.

• Be sure to familiarize yourself with the proper management of
allergies the right child, the right medication, the right dose, the
right time, and the right way.
Activity
• Re vi ew your
cle a ni ng of toys a nd e qui pme nt. Tr y adapti ng one ( 1) st rat eg y
c ite d a bove.
Further Reading
Do you want to read more about the topic?
• Eac h ce nt re wil l ha ve a me dic ati on a ut hor it y for m for t he

p are nts to complete . Pl ease acc ess t he Aut hor it y to
Admi nist er Medica ti on Form at t he foll ow ing webpag e:
Sparkling Stars Childcare Centre Forms
• Please access the Immunisation Medication and Management of
Illness Policy here:
Sparkling Stars Childcare Policies and Procedures

CHAPTER 5: SUPERVISING CHILDREN TO ENSURE SAFETY
Supervision is the most essential skill you will develop as a lead educator or
educator; you will use this skill every minute of your working day.
The safety and wellbeing of all the children in your care depend on it.
The National Quality Framework, which includes the National Education and Care
Services National Law and Regulations, state that it is an offence to inadequately
supervise children. (Section 165) and the National Quality Standard supports this
law through element 2.2. At all times, reasonable precautions and adequate
supervision ensure children are protected from harm and hazard.
Each centre must have developed and implemented policy and procedures
designed to meet legislative requirements for supervision of children.
These policies will include:

• child-staff ratios
• requirements when supervising in particular areas, e.g. outdoor play area
• requirements when supervising particular activities, e.g. toileting
• requirements when supervising particular groups, e.g. a group of 3-year-olds
on tricycles
•
service
• requirements when supervising on excursions
Four Principles of Supervision

1. Knowing
2. Listening
3. Positioning
4. Scanning

Knowing
• Being aware of where children are and the number of children you are
supervising and doing regular head counts.
• Being aware of activities and equipment that requires special supervision, for
example, safety or turn taking.
• Before the day begins, think about the children you will be working with (their
ages & the experiences & routines that are planned for the day.)
• Be aware of areas that require a high level of supervision
• Be aware of particular children who may require extra adult
attention/supervision
Listening
• Listening for unusual sounds, crying or silence (a good indicator that
something unusual may be happening.)
• Sounds can tell you a lot about what is happening - angry, raised voices are
a sign of pending aggression, unusual silence may also alert you that
something atypical is happening.
•
sounds if and when they occur.
Scanning
• Watching and being aware of all activities occurring in the area you are
supervising
• Looking around regularly (always look up, look around)
• Be aware of all children around you and what they are doing.
• Be aware of where other adults are supervising
•
Positioning
• Position yourself to get the best possible view
• Never have your back to children
• Activities requiring special supervision must have an educator nearby
• Never leave children unattended

• Always inform another educator if you need to leave your supervision area.
• It can also be helpful to let children know that you can see them (this can
sometimes help to modify rough or dangerous play).
Remember that you must follow correct procedure should an accident occur,
which includes completing an Incident, Injury, Trauma and Illness Record. Have
another look at the form on the intranet if you need a reminder.
5.1 The Environment and Supervision
Well-designed environments will take supervision into account and allow

educators monitor and interact with the children with ease. For example, ensuring
indoor furniture is positioned to create learning areas through using low shelving
and mats to designate areas ensuring open sight lines that make supervision easy
from many points in the room.
Active Supervision
While supervising it is important that you interact with the children. By interacting
with the children, you are modelling appropriate behaviours, ways to play and how
supp
children in conversations and

learning through scaffolding.
This links directly to the National Quality Standard 1.2.2 Educators respond to
-ended
questions, interactions and feedback.
Positive interactions with children help to build trusting relationships where we

learn about and from each other. This not only benefits the child but also benefits
the educators as it develops job satisfaction, therefore, maintaining the consistency
and sustainability of the workplace and workforce.

Educators effectively supervise children by actively watching and attending their
environment.
Educators should avoid carrying out activities that will draw their attention away
from supervision such as reading or speaking on the phone. If they are required to
move away from actively supervising children, they should make sure they are
replaced by another educator.
Active supervision of children can be achieved in the following ways:

• Direct and constant monitoring by carers in close proximity to children is
useful for actively supervising activities that involve some risk, for example
near water
• Careful positioning of carers to allow them to observe the maximum area
possible. By moving around the area carers can the ensure the best view
possible, and that they are always facing the children
• Scanning or regularly looking around the area to observe all the children in
the vicinity is useful when carers are supervising a large group of children
• Listening closely to children near and far will help to supervise areas that may
listening out for sleeping babies through a monitor or when supervising areas
where children may be playing in corners, behind trees or play equipment.
•
carers to assist children as difficulties arise and to intervene where there is
potential danger to children
• Balancing activities to ensure risk is minimised and there are sufficient carers
Informing New Staff

It is extremely important that new or relief educators are provided with details and
responsibilities of supervising children as soon as they start. This information could
be included in their induction/welcome pack on the first day of work. Include a
off on a letter agreeing
that they are aware of all conditions/requirements.

5.2 Ensure Adequate Supervision of Children
Early Education and Care environment. Educators need to be alert to and aware of
risks and hazards and the potential for accidents and injury throughout the service,
not just within their immediate area.
Some key factors described in the NQS that relate to Quality Area 2 include:
• maintaining adequate supervision of children
• configuring groupings of children to minimise the risk of overcrowding, injury
and illness
Element 2.2.1 At all times, reasonable precautions and adequate supervision

ensure children are protected from harm and hazard.
To meet these requirements, a centre must ensure that children are:
• supervised in all areas of the service, by being in sight and/or hearing of an
educator at all times, including during toileting, sleep, rest and transition
routines
• unable to access unsupervised or unsafe areas in the service
• only taken outside the service premises by an educator, coordinator,
nominated supervisor, parent or authorised nominee
and to minimise the risk of overcrowding and of course, ensure appropriate

supervision.
• supervise children closely when they are in a situation that presents a higher
risk of injury for example, during water play or woodwork experiences or on
an excursion
• adjust the levels of supervision depending on the area of the service and the
skills, age mix, dynamics and size of the group of children they are supervising
Centre staff should understand how to design, plan and arrange equipment,
furniture and activities to ensure effective supervision while also allowing children
to access private and quiet spaces.

Part of the role of supervising is also to monitor the environment to ensure the
safety of the children. Failing to comply with this requirement is an offence under
the National Law (section 167 Offence relating to the protection of children from
harm and hazards).
Children have a right to be protected from possible or potential hazards and

dangers posed by products, plants, objects, animals and people in the immediate
and wider environment.
Educators and co-ordinators can assist children by:

• Talking with them about safety issues
and correct use of equipment and the
environment and, where appropriate,
involving children in setting safety rules
• Discussing sun safety with children and
implementing appropriate measures to
protect children from overexposure to
ultraviolet radiation
Children should never be able to:

• Access potentially hazardous items, such as medications, detergents,
cleaning products and garden chemicals, and that such items are clearly
labelled at all times
• Access power points, double adaptors and power boards and that other
electrical equipment and electrical cords are secured
• Only be taken outside the service premises by an educator, co-ordinator,
parent or authorised nominee.
Duties an educator can perform whilst supervising:

• toys and equipment can be made available to children only in areas where
they may be used safely
• ensure a tobacco, drug and alcohol-free environment
• simple warning signs where potentially dangerous products are stored
• poisonous or hazardous plants identified, explained to children and in some
instances removed or not made accessible to children, or children are
adequately supervised

• hot drinks and hot food being made and consumed away from areas that are
accessible to children
• that, where drinks, food and cooking utensils/appliances are used as part of
the program, they do not present a significant risk to children
• secure, protective caps placed in all unused power points that are accessible
to children
• climbing equipment, swings and large pieces of furniture have stable bases
and/or are securely anchored
• climbing equipment, swings and other large pieces of equipment are located
over areas with soft fall surfaces recommended by recognised safety
authorities
• close supervision of children at all times when they have access to animals
• animals kept separate to and apart from areas used by children unless
involved in a specific activity that is directly supervised by educators
A centre can ensure that staff are following the appropriate policies and
procedures by establishing the following documentation:
• written procedures for conducting daily safety checks and identifying and
undertaking the maintenance of buildings and equipment
• complete daily safety checks of buildings, equipment and the general
environment
• records of pest/vermin inspections and/or eradication
•
ensures that children are released only to authorised nominees
• records
signature of the person responsible for verifying the accuracy of the record
or the person collecting the child
• a written process for monitoring who enters and leaves the service premises
at all times
•
written risk assessment undertaken prior to conducting an excursion
• evidence of detailed information provided to families regarding excursions,
including the destination, mode of transport, educator-to-child ratios and the
number of adults in attendance, and written authorisation for children to be
taken outside the service premises, including for excursions or routine
outings (except during emergency situations)

• the
•
water-based activities
• enrolment records that include authorisations and health information
• n and evidence that
families
•
documented and shared with families.
Source: Guide to the NQF, 2018
Educator to Child Ratios

Under Quality Area 4 (Staffing Arrangements) of the National Quality Standards,
centres must focus on the provision of qualified and experienced educators, co-
ordinators and nominated supervisors who are able to develop warm, respectful
relationships with children, create safe and predictable environments and
Centres can do this by upholding Element 4.1.1 The organisation of educators

across the service supports child
educator-to-child ratios.
Some States and Territories have made provisions that affect requirements for
services.

Centre-Based Services
Ratios are calculated across the service (not by individual rooms) and are based on
the youngest child in care.
Age of Children Educator to child ratio Applies
Birth to 24
1:4 All States and Territories
months
All States and Territories
Over 24 months 1:5
except Vic
and less than 36
months 1:4 Vic
1:11 ACT, NT, QLD, VIC

1:10 NSW, WA
1:10 for centre-based
services other than a
preschool
Over 36 months 1:10 for disadvantaged
SA
up to and preschools
including 1:11 for preschools other
preschool age than a disadvantaged
preschool
1:10
2:25 for children attending TAS
a preschool program
1:10 WA
1:15 NT, QLD, SA, TAS, VIC
NSW applies 1 October
1:15
2018
Over preschool
1:11 ACT
age
1:13
(or 1:10 if kindergarten WA
children are in attendance)

Family Day Care Services
Age of Children Educator to child ratio Applies
1:7, with no more than
Birth to 13 years four children preschool All States and Territories
age or under
Source: Educator to child ratios (from Revised NQF, 2018)
Qualifications and Ratio of Staff

Diploma and Certificate III
Under the National Quality framework 50
percent of educators required to meet
the relevant ratios in a centre based
service working with children preschool
age and under, must have, or be actively
working towards, at least an approved
Centre-based services diploma level education and care
qualification.
All other educators required to meet the
relevant ratios at the service must have, or
be actively working towards, at least an
approved certificate III level education
and care qualification.
All family day care educators must hold or
approved certificate III level education

and care qualification.
Family day care services
In South Australia, a family day care
educator must hold at least an approved
certificate III level education and care
qualification.

Number of children in
attendance at any one Early childhood teacher requirement
time
Fewer than 25 children* The service needs to have access to an early
childhood teacher for at least 20 percent of the
time the service is operating. This may be achieved
through an information communication
technology solution.
25 59 children* The service must employ or engage a full-time or
full-time equivalent early childhood teacher, or
have an early childhood teacher in attendance for:
• 6 hours per day, when operating for 50 hours
or more per week OR
• 60% of the time, when operating for less than
50 hours per week
60 80 children* The service must employ or engage a full-time or
full-time equivalent early childhood teacher, or
have an early childhood teacher in attendance for:
or more per week OR
50 hours per week.
Additionally, from 2020, the service must employ a
second early childhood teacher or suitably qualified
person in attendance for:
or more per week
OR
50 hours per week
These requirements do not apply if the service has
60 to 80 approved places, and employs or engages
a full time or full-time equivalent early childhood
teacher at the service, and employs or engages a
person for half the hours or full-time equivalent
hours at the service.

More than 80 children* The service must employ or engage a full-time or
full-time equivalent early childhood teacher, or have
an early childhood teacher in attendance for:
or more per week
OR
50 hours per week.
Additionally, from 2020, the service must employ a
person in attendance for:
or more per week
OR
50 hours per week
These requirements do not apply if the service has

more than 80 approved places, and employs or
engages a full time or full-time equivalent early
childhood teacher at the service, and employs or
engages a second full time or full-time equivalent
early childhood teacher or suitably qualified person
at the service.
* Saving provisions apply in NSW - see regulation 272
Source: Qualifications for working with school-age children;

Qualifications for family day care services

5.3 Minimise Risks
5.3.1 A Safe Environment

Accidental injury is the leading cause of death in children.
Children have the right to be safe wherever they are, including their child care
service. Safety starts with the environment, which includes the buildings, outdoor
areas and all equipment.
All staff and management at a child care centre are responsible for providing and
maintaining a safe environment, and encouraging children to act safely within it.
Each child care centre will have its own policies and procedures to help its staff
achieve this, as well as following relevant state or territory regulations.
Buildings and Grounds

A child care centre will ideally be located in a purpose-built facility, designed
specifically to meet the needs of its users and comply with the relevant safety
regulations. However, they are often located in buildings that were originally
constructed for a completely different purpose and have been adapted for use as
a child care centre.
Ensuring the safety of buildings and grounds should include daily safety checks to
determine that everything is in good order, identify and remove hazards, and
organise maintenance and repairs.
Equipment
Equipment used in a child centre includes many different things used on a daily
basis, such as furniture, appliances, kitchen implements, cleaning supplies and play
equipment. You must also check and maintain these all on a daily basis.
You should also consider the age group of the children. Some items may be safe
for one age group to use, but be a hazard for younger children. Ensure you provide
equipment for the correct developmental level of children. Keep in mind that you
may need to demonstrate proper use of some items, especially when it comes to
new equipment!

risk of accidents. Cleaning materials must be securely stored. Waste materials have
to be disposed of appropriately and according to regulations.
Ventilation and Heating
children at the centre. Environmental factors such as heating, cooling and lighting
all affect our health.
FACT: Did you know the

preferable temperature of a
room is between 20-25 degrees
Celsius?
Ventilation is also important with a good flow of fresh air to help reduce the build-
up of allergens, pollutants and germs. Natural light and having good quality artificial
lights are also necessary for good health.
The Education and Care Services National Regulations 2011 specifically deals with
the Physical Environment including Regulation 110 Ventilation and Light - detailing
that centres must be well ventilated, have adequate natural light and temperatures
must be maintained to ensure the safety and wellbeing of the children.
Centre Safety Checklist

To avoid or reduce accidents and injuries it is important to create and maintain a
safe environment. Recognising potential hazards, eliminating or controlling
hazards, responding quickly and appropriately to emergencies, is important. This
checklist highlights key issues to regularly check, assess and maintain a safe indoor
and outdoor environment.
Safety checklists can be completed daily to ensure the environment is safe for the
children. Educators normally do these checks as part of opening the centre or
before setting up the environment. To complete the checklists educators need to
carefully walk around the indoor or outdoor areas and carefully look at each check
point and assess if it is in safe order or if maintenance is required. If maintenance
is required you need to assess the risk to the children and respond appropriately to
eliminate or control the hazard. This could be removing the hazard, blocking off
the area until maintenance can be carried out. If you are not able to eliminate the

hazard, it is important to immediately report to the Nominated Supervisor
(Director). Do not leave the hazard and wait until the end of the week or day!
Below is an example of an indoor and outdoor checklist. This will differ for every
centre as each have their own unique needs, though many will contain similar
checks.
Indoor Safety Checklist.
Staff member Completing:

Room:
Educators to initial when each check is completed.
KEY: Safe
X needing attention If needing attention please write details under
maintenance required
Maintenance
required.
Week Beginning: Non-

M T W TH F Urgent
14th Oct 2013 Urgent
Toys and equipment are in

good repair
All accessible toys are suitable

for that age group
Broken/unsafe toys and
equipment are stored out of
Toys are stored safely
Safety harnesses in high chairs

clean, in good working order
Heating and electrical
Electrical outlets are capped
with safety plugs
Electrical cords are out of

reach are safely guarded
Cots/Beds and Bedding
Cots safely arranged
Cots are in good repair Leg

X broken on
folding cot
There are no entrapment
hazards on the cot or
because of the way the cot is
positioned.
Bedding is stored
appropriately
Storage
Cleaning materials, detergents

etc are stored out of
cupboards labelled with

chemical warning displayed.
All chemicals are stored away

from food.
Medicines stored out of
appropriate. container in
fridge
First aid kit easily accessible

though located out of
Items such as scissors, knives,

plastic bags, matches etc kept
Safety latches on cupboards

are in good working order

General
Entries and exits are clear and

exit doors are able to be
opened easily by adults.
Rubbish bins are empty and

clean
Floors are clean and dry
There are no cords within
curtain/blind cords
Windows are not damaged,

are screened and allow
adequate air flow.
Fire Exits are clear
Outdoor/External
Outdoor area is free of

hazards eg broken
equipment, rubbish, water
collections, garden tools, trip
hazards etc (also being aware
of possible vandalism Eg.
syringes, broken glass)
Gates are locked/closed and

latches are in working order
There is nothing near any

fence/gate that would assist
children to climb over
Fences are in good repair and

height of all fences/gates
meets standards

The sandpit is clear of rubbish
(raked daily)
Soft fall is clear of rubbish (eg

syringes, broken glass, and
rocks) and other objects that
may be a hazard if children
fell.
The soft fall under/around

equipment is the required
depth (raked as appropriate)
Comments/ Maintenance required:

Leg need fixing or replace cot immediately do not use broken cot
Date:
5.3.2 Identify Existing and Potential Hazards and Record Them

According to Workplace Procedures
Staff can identify any existing and potential hazards in the centre by conducting
regular risk assessments and safety audits.
Risk assessments
A risk assessment involves determining the level of risk associated with each task,
product or activity so that the actions to control the risk can be prioritised and put
in place.
The method of assessing the risk involves considering the likelihood and
consequences of an incident occurring.

Conducting a Risk Assessment
The next step is to identi

face. Then identify the risk that may occur due to the hazard.
In some cases, there may be multiple hazards and risks associated with a single
product/item or activity.
Once you have identified the hazards and associated risks, the next step is to look
at the Likelihood and Consequence (Impact) of the hazards.

Likelihood
Is an estimate of the likelihood of an incident occurring, this can be influenced by:
• How often the action is undertaken
• The number of people performing the same or a similar action
• The duration of time for which the action is performed
• Distractions
• The environment
• The availability and use of equipment
• The capacity and characteristics of the people in the environment
• The characteristics of the child
Consequences (Impact)
The consequences of an incident are the severity of a potential injury or illness that
could result from the identified hazard. What could the impact be?
You could refer to history or to past injury reports, statistics or information on

similar activities, in related or other industries.
Risk Rating
By comparing the likelihood and consequence on the table below and seeing
where they intersect gives us an indication of the overall importance of managing
this hazard (known as the Risk Rating) and then we can try to reduce/eliminate the
risk.

Here we have looked at the hazards, the risks of it occurring, the likelihood and
consequences which ended up giving us a risk rating.
To establish what sort of controls need to be put in place we need to look at a Risk
Treatment Chart, such as the one below.
below:
centre.

Conducting Daily Checks
Centre staff must complete safety checks and audits on a regular basis. It is
important that both internal and external areas are checked thoroughly and nay
hazards if identified are analysed and if required removed.
Example: Health and Safety Workplace Audit Checklist

Further examples of areas that should be checked daily for risks are:
Roads and Car Parks
• Streets/Roads Clear vision, speeds restricted
• Car Parks Pedestrian access clear pedestrians comply
• No overhanging branches, no dead branches
• Lighting adequate
• Other security hazards clear of potential risks
• Paths clear of slips, trips and falls hazards
• Timber surfaces no loose splinters
• Other - free from other risks
Perimeter of Property
• Power lines no low power lines, poles and lines in good order
• Fencing adequate height and good repair
• Gates childproof catches, good repair, self-closing, double gated
• Paths free of trips/slips hazards, good repair
• Timber surfaces no loose splinters
• Other observations free from other risks
Buildings External
• Gutters and drainage in good repair, free from leaks, free from slips, trips
and hazards
• Doors self closing, free from trip hazard
• Lawns and ground surfaces free from serious slip and trip hazards, free
from sharp vegetation
• Paths free from slips, trips hazards and in good repair
Entrance, Office and Passageways

• Sign in/out records complete and accurate
• Floor surfaces free from slip/trip risks, clear of obstruction

• Ramps and stairs - free from slip/trip risks, clear of obstruction
• Fire exits signs clear and undamaged, illumination working
• Switchboard locked and secure, safety switch present
• Fire extinguishers in test (6 monthly) and full
• Electrical test and tag register up to date
• Photocopier well ventilated, not too close to staff
• Filing cabinets/book cases unlikely to fall and secure, tidy and organised
• Printers/faxes adequate power points, area clean and tidy
• Storage adequate and tidy
• Housekeeping organised, well laid out, tidy
• Passageways clear and free from trips and falls
• Windows locks working, clean, restricted access for children
• Furniture, fittings and shelves adequate, in good repair, secure with no risk
of falling
• Chairs provide adequate back support, in good repair
• Phone cables tidy and present, no trips/falls risks
• Electrical cords not accessible to children, clean and tidy and adequate
power points
• Evacuation procedures and emergency records up to date and complete
• Chemicals and substances SDS available and used
• Cleanliness overall area clean
• Employee induction records up to date and complete
Nursery and Toddlers Rooms

• Gates and fences childproof, in good repair, gates self-closing
• Doors self closing, free from slips hazard
• Power outlets protective caps, in good repair, adequate number
• Power cords and boards out of reach of children
• Cleaning records up to date and comprehensive
• Hand washing Thorough for each required situation

• Sanitising occurring for each required situation
• Floors clean free from slip trip risks
• Furniture, fittings and shelves adequate, in good repair, secure with no risk
of falling
• Chairs provide adequate back support, in good repair
• Toilets clean, regularly sanitised
• Washing facilities clean, adequate and maintained
• Water play supervised
• Children always directly supervised
• Daily checklists completed
• All chemicals stored in dangerous products storage area mixed in correct
ratio
• SDS available for all chemicals
• Childproof locks in place
• Latex gloves available at nappy change area
• Plastic gloves available at each tissue box and food preparation area
• Hand wash available in each area where hand wash facilities not available
• Phones labelled with poisons information number
• Heavy items Stored on ground, nothing heavier than 3kg stored above
shoulder height
• Room and yard checked daily for dangerous objects and spiders
• Tarps (if used) folded and stored away
• Team members wearing closed in shoes, have and wear appropriate hats
and using correct food handling procedures
• Toys do not present choking, swallowing hazard
• Equipment stored neatly and not present a falling hazard
• Evacuation procedures clearly displayed
• Fire exits and doorways clear for evacuation including cots
• Mouthed toys in separate container for washing
• clearly displayed
• Climbing equipment is stable, located appropriately in soft fall areas, no
hard objects in fall zone

5.3.3 Considerations When Setting Up Indoor and Outdoor Play Spaces
The Physical Environment Factor
• Adequate, well maintained fencing
• Climbing equipment meet safety standards
• Trip hazards such as poorly constructed pathways or poorly set out play areas
• appropriate soft-fall
• Appropriate Safety devices such as child-resistant locks on gates and
cupboards
• Appropriate fitted child restraints on highchairs
The Behaviour Factor

Children can be unpredictable and at different ages children can respond
differently to equipment and experiences.
Considerations include:
• Inability of the child to understand and anticipate cause and effect
• Lack of fear
• /easily distracted
• Emotional status such as anger, fear or shyness
•
The Age Factor

It is essential that the play spaces are set up using age appropriate equipment and
toys. Equipment and toys should match the age and developmental abilities of the
children you are caring for. For example for children under 2, when they tend to
explore using their mouth, small beads or toys are not suitable as they are a
choking hazard. 2-3 year old Children are still developing balance and control of
movement and need simple, low obstacle courses to explore to ensure they do
not have fall injuries.

5.3.4 Outdoor Play Spaces
Safety considerations:
• Layout- positioning of activities.
• Fixed equipment -
o Entrapment
o Protrusion and sharp objects
• Loose parts and broken toys
• Uneven surfaces and trip hazards poorly maintained paths and soft fall, toys
and equipment not kept in appropriate area.
• Maintenance
• Fall Zone Soft fall and appropriate distance from other equipment and
activities.
• Supervision
Fall Zones around Equipment

It is recommended that the measured fall zones surrounding playground
equipment be filled with certified playground surfacing material.
Source: Kidsafe Family Daycare Safety Guidelines 2012, pg. 17

5.3.5 Basic Home Fire Safety
Part of keeping children safe in Early Childhood Education and Care services is
understanding key points about fire and your role in fire safety.
Fire spread and speed

Fire spreads very quickly, often it will only take minutes, from the start of a house
fire to full involvement of the fire in the room of origin.
• Heat transfer
o The transfer of heat causes a fire to spread from one point to another.
• Radiation
o Radiation is the transfer of heat energy by rays.
• Convection
o Convection is the transfer of heat through a liquid or gas due to the
circulation of the fluid.
• Conduction
o Conduction refers to the transfer of heat through a solid material from a
region of higher temperature to a region of lower temperature.
Combustible Fuels
Typical fire fuels include:
• common solid combustibles such as wood, leaves, grass, scrub, rubber and
paper
• flammable liquids such as diesel fuel, petrol, kerosene and alcohol it is not
the liquid itself that burns but the flammable vapours given off by that liquid
• flammable gases such as liquefied petroleum gas (LPG), natural gas,
acetylene and hydrogen.
Sources of Heat
Fires are started and sustained by the presence of sufficient heat. A key to fire
prevention is to eliminate heat sources or to keep them away from combustible
fuels.

Open Flames/Sparks
Any kind of open flame (from candles, fireplaces, kerosene lamps, and heaters,
barbecues, cutting torches, welding equipment and defective exhaust systems) can
be sufficient to ignite common combustibles.
Highly flammable materials such as flammable gases and vapours can be ignited
by sources of sparks such as electric motors, relays, switches, telephones, radios
and power tools.
Electrical equipment
Electricity generates a certain amount of heat when it flows. Sometimes this is used
deliberately to produce heating equipment. But even in other types of electrical
equipment there is some heat generated.
The abuse of electrical equipment, if overloaded and/or poorly maintained, can

overheat enough to cause ignition. Placing heaters too close to combustible
materials or overloading power boards and double adaptors are just some of the
ways a fire can start.
Many processes produce hot surfaces. A hot surface can set fire to solid
combustibles in contact with it.
Hot Surfaces
In the home, common hot surfaces include:
• oven
• hot water service
• electric blankets
• heaters including fixed electrical or gas heater, heating vents, portable
heaters
• appliances that may be constantly running such as computers, televisions,
DVD players, VCR players.
Smoking Materials
Smoking materials include cigarettes, cigars and matches. They are a common
cause of ignition, especially when they have been disposed of carelessly.

Role of Fire Services
• prevention
• preparation
• response
• recovery
High-Risk Groups in Basic Home for Safety

Greater Risk of Dying
• people aged 65 years and over
• children aged between 0 4 years
• adults affected by alcohol consumption
Greater Risk of Injury

• males
• young children aged 0 4 years
• adults aged 20-44 years
• older adults (65+ years)
• low socio-economic status
• poor educational background
• ethnic minorities
• individuals who smoke
• individuals who drink excessively
Behaviour That May Contribute to Fire Injury and Fatalities

Older people:
• may experience impaired hearing, diminished vision and poorer sense of
smell, which affects their ability to identify a fire
• may be affected by memory loss or poor cognition
• may be affected by mobility issues, which reduce their capacity to escape
safely and quickly if a fire occurs in their home
• may be more likely to economise and use older appliances, such as portable
heaters and electric blankets

• are more likely to live in older homes, which may not include features such
as an electrical safety switch or may be unable/unwilling/unaware of the
need for home maintenance
• have difficulty installing and maintaining working smoke alarms
• may reject or not relate to their risk factor and the fire safety information
targeted at them
• may experience difficulties with reading or writing English and therefore be
unable to access fire safety information
• may be reluctant to ask for assistance even though the need for assistance
will increase with age as the likelihood of living alone increases with age.
Children under 5 years of age may:

• be at higher risk in their home environment, which is determined by their
• be more likely to be involved in fire play due to natural curiosity

• have a developmental disadvantage as they are not able to react
appropriately and escape a house fire they require assistance from an older
family member
• be left unsupervised near cooking and heating sources
• have parents who are unable to access mainstream fire safety information
due to their cultural and linguistic background
• be at higher risk due to their access to cigarette lighters, matches, candles
and other sources of ignition.
People who experience social and financial disadvantage may:

• consider fire safety to be a low priority
• be unable to access basic home fire safety information
• use old appliances, which are unsafe
• be unable to afford repairs and maintenance
• use unusual methods of heating, cooking and lighting in the hope of saving
costs
• participate in activities that increase their fire risk
• have poor or no social networks/supports/contacts
• have limited access to resources to ensure their safety such as secure
housing.

People who smoke or are affected by alcohol and other drugs (including
medication) may:
• fail to properly extinguish butts
• lack insight into their behaviour and actions
• have a diminished capacity to identify if a fire has started
• be unable to respond quickly in a fire
• be unable to evacuate safely in a fire.
A working smoke alarm:

•
• alerts people to smoke from a fire
• gives people more time to escape to safety often within minutes, a small
fire can grow to an entire room.
Why Smoke Alarms are Important

Smoke alarms save lives and protect property from the powerful destruction of fire.
Every year 50 Australians and many more are injured from house fires where no
smoke alarms were installed.
There are two different types of smoke alarms:

• ionisation
• photo-electric
Smoke Alarm Placement

A smoke alarm should be installed in homes on the ceiling away from a wall:
• outside bedroom/s or sleeping area/s
• where the primary carer sleeps in a separate room, outside the room where
the primary carer sleeps
• where a person sleeps with the door closed, inside the bedroom
• between kitchen/living areas and bedroom/s
• in a common hallway that connects bedrooms
• at separate ends of the house if sleeping areas exist in both areas.

Installation
As a community sector worker, you are in a position to advise clients:
• to test their smoke alarm once a month by pressing the test button with a
broom handle to make sure the battery and the alarm sounder are operating
• to dust or vacuum around the smoke alarm vents once a year in accordance
between smoke and dust)

•
alarm is not working
• to change their smoke alarm battery once a year at a designated time such
as the end of daylight saving or the first of April.
To meet the regulatory requirements, smoke alarms installed in homes must meet
Australian Standard 3786 or Australian Standard 12239.
State/territory legislation regarding smoke alarms is outline below

State Legislative Requirement for Smoke Alarms
NSW • mandatory legislation for all new homes and homes
undergoing renovations
• mandatory legislation for all existing homes
Queensland • mandatory legislation for all new homes and home
South • mandatory legislation for all new homes and home
Australia undergoing renovations
Victoria • mandatory legislation for all new homes and home
Australian • mandatory legislation for all new homes and homes
Capital undergoing renovations
Territory
Northern • mandatory legislation for all new homes and homes
Territory undergoing renovations

Tasmania • mandatory legislation for all new homes and homes
Western • mandatory legislation for all new homes and homes
Australia undergoing renovations
• any home being offered for sale or for a new tenancy lease
is required to have a mains powered smoke alarm installed
• all rental properties will be required to have mains
powered smoke alarms installed by 1 October 2011
Maintenance
It is important that all smoke alarms are tested and batteries replaced on a regular
basis. Smoke alarms have a limited working life and need to be replaced every 10
years to provide adequate protection for your home and family.
Testing Smoke Alarms

• Install a smoke alarm in the correct location
• Test that the smoke alarm is working
o Once a month check the battery by pressing the test button. If you cannot
reach the button easily, use a broom handle.
• , beep,
• Know what to do when the smoke alarm sounds
• Know the chirping sound that indicates the battery is going flat and needs to
be replaced or that the entire unit may need to be replaced
• Keep them clean. Dust and debris can interfere with their operation, so
vacuum over and around your smoke alarm regularly.

5.3.6 Cleaning Products and Other Dangerous Products and Chemicals
Children are naturally curious and explore their environment though their senses
by touching and tasting. Dangerous products such as cleaning products, garden
and pest control chemicals, medications and sharp objects must be kept out of
children reach.
To safely manage the use of dangerous products:

• Do not expose children to fumes or sprays of cleaning products, i.e. spray
cleaning products on paper towel rather than on the table when children are
around or use squeeze bottles.
• Do not consume hot drinks around children or in children play areas.
• Lock chemicals and cleaning products in high locked cupboards.
• Display simple warning signs and safe storage of dangerous products in each
room.
• Minimise use of toxic products by using environmentally friendly products,
without minimising hygiene.
• Obtain Material Safety Data Sheets from manufactures to provide information
about risk facts and safety implications of the product.
Cleaning Products
The National Health and Medical Research Council Staying Healthy in Child Care
Preventing infectious diseases in child care 4th edition publication, states that
and believe effective cleaning with detergent and warm water,

followed by rinsing and drying is seen as the most effective cleaning process for
most surfaces.

The NHMRC believes disinfectants are usually not necessary. Most germs will be
washed away with warm soapy water and do not survive on the surface if exposed
to the air and light. If disinfectants are to be used it is essential to clean the surface
before disinfecting.
Each centre will have their own policies and procedures on the types of cleaning
products that they use and the cleaning procedures that they follow. It is important
to follow your centres procedures though taking into account that the procedures
are safe for the children, educators and the environment.
Some centres are still using chemicals for general cleaning such as bleach and
high-grade disinfectants. If you are using these products please ensure that you
directions, especially the dilution amounts, and that they
are not used near the children.
There are many environmentally friendly cleaning products including detergents,

disinfectants and floor cleaners. These are not only better for the environment, but
many believe they are also better for the health of the children and educators that
are using them.
There has been an interesting research project by Fresh, Green, Clean and the
sustainability Fund Managed by Sustainability Victoria The Clean and Sustainable
Indoor Cleaning Project conducted in 2008. The trial was conducted in 3 child
care centres to implement safe, sustainable and effective daily cleaning
procedures.
Staff are to ensure the safety of children at the childcare centre at all times, they
should always ensure the following requirements are met:
• All areas where potentially dangerous products are kept are clearly labelled
with warning signs
• All medications and dangerous chemicals are stored in clearly labelled areas
and containers on high
• The main first aid kit and all room kits are kept out of reach of children
•
• Care is taken to ensure all plants in the Centre grounds are non-poisonous
• Staff thoroughly check each playground before the children go out, to
ensure it is free of any potentially dangerous vermin or objects

• Staff discuss these dangers with the children to develop their awareness of
dangerous products and objects
• The Centre aims to provide families with information from recognised health
and safety authorities about the safe storage of potentially dangerous
products in the home
• A first aid action plan and safety data sheets on products used in the Centre
is displayed in the laundry, bathrooms and kitchen
• Where possible, the Centre should aim to keep the use of toxic and other
potentially dangerous products to a minimum; however they should not
jeopardize the hygiene standards of the Centre.
• Staff are to ensure that warning signs are located where potentially
dangerous products are stored or located, this areas might be e.g. cleaning
cupboard. All signs are of the regulatory standard and are clearly visible.

5.3.7 Keep Records of Pest/Vermin Inspections and/or Eradications
Records of all pest management actions are to be maintained including
information on the number of pests and other indicators of pest activity that verify
the need for action. Records of pesticide use should be maintained on site to meet
the requirements of the State regulatory agencies and centre administration.
Records are be used to help evaluate the implementation and success of an
eradication program and must be available upon request to centre staff and the
general public.
Information that you need to record includes:

• The full product name of the pesticide applied
• The situation in which you used the pesticide, the rate of application and
quantity of the pesticide applied
• A description of the equipment used to apply the pesticide
• The property address and the area where the pesticide was used (e.g. interior,
exterior, subfloor, roof cavity)
• The date and the time of the application
• The name, address and contact details of the person who applied the
pesticide. If you applied the pesticide yourself, write down your own details.
If you employed someone to apply the pesticide, then that person must
record their name, as well as your name, address and the contact details as
their employer
• The name, address and contact details of the owner or the person who has
the management or control of the property where the pesticide was applied
If the pesticide was applied outdoors and through the air using spray equipment,
then you must make a record of weather conditions including wind speed and any
other relevant conditions

5.4 Safe Collection of Children
Education and Care Services should have administration policies and procedures
ensuring that parents completing enrolment documents detail who is authorised
to collect the child from the service.
The enrolment form is a signed contract and is legally binding.
Collection of Children
A child may only leave the education and care service premises under any of the
following circumstances:
• a parent or authorised nominee collects the child
• a parent or authorised nominee provides written authorisation for the child
to leave the premises
• a parent or authorised nominee provides written authorisation for the child
to attend an excursion
• the child requires medical, hospital or ambulance treatment, or there is
another emergency.
Source: National Law: Sections 165, 167; National Regulations: Regulations 99, 158 159, 176
Absent Children
If a child at the service appears to be missing or cannot be accounted for, or
appears to have been taken or removed from the service premises in a way that
breaches the National Regulations, it is considered a serious incident and the
regulatory authority must be notified within 24 hours of the incident.
Services should develop a combination of systems which show when each child is
absent, is in attendance or has left for the day.
For example, in a long day care service there might be a magnetic board in each
nce, which is updated upon the

records.
Before closing a centre-based service, educators should look for visual cues that a
child may still be on the premises (for example, a backpack left on a hook) and
physically check each area, including sleeping areas, to ensure no child is
accidently locked inside.
Minimising the Risk of Child Abuse in Education and Care Services

The task of protecting children in the care of organisations is multi-faceted.
It requires attention to three key areas. These are:

• Administration (ensuring screening and other personnel practices);
o Staff must have completed police checks prior to employment (QA 2.2.1)
o All parents must complete enrolment details providing collection
arrangements (QA 2.2.1)
o All parents collecting children are checked on the approved list (QA 2.2.1)
o Incident, injury, trauma and illness policies and procedures (QA 2.2.3)
• physical environments (to reduce opportunities for situational maltreatment)
o secure environments (QA 2.2.1, 2.2.2, 2.2.3)
o supervised contact only with children (QA 2.2.1, 2.2.3)
o Tobacco, drug and alcohol-free environment) (QA 2.2.1)
• the organisation's culture (creating a child-focused environment of respect).
The use of a wide range of policies serves to create the most effective models
for child-safe organisations.
o Staff of all Education and Care facilities in Australia are required to be
aware of and understand the principles contained in the following:
❖ The National Law
❖ National Quality Framework
❖ National Quality Standards
❖ United Nation Rights of the Child
❖ ECA Code of Ethics
The links to the above websites can be found below:

• http://www.acecqa.gov.au/national-law

• http://www.acecqa.gov.au/national-quality-framework
• http://www.acecqa.gov.au/national-quality-framework/the-national-quality-
standard
• https://www.unicef.org.au/Discover/What-we-do/Convention-on-the-
Rights-of-the-Child/childfriendlycrc.aspx
• http://www.earlychildhoodaustralia.org.au/wp-
content/uploads/2014/07/code_of_ethics_-brochure_screenweb_2010.pdf
5.4.1 Supervision of Every Person

Every person who enters the service premises where children are present should
be supervised at all times. Visitors must have a reason for being there. If you notice
notify a Supervisor immediately.
5.4.2 Develop and Maintain a Written Process for Monitoring Who

Enters and Leaves the Premises At All Times
Care arrangements for children in Australian society vary significantly from family
to family and even within sibling groups. It is imperative that childcare professionals
and other childcare service employees are informed and remain up to date about
who has legal access to a child and information about that child.
At all times anyone entering the centre

must be supervised. It is not appropriate to
just allow people to wander through the
centre unsupervised when children are in
your care.
Your centre will have a policy for attending

to visitors which should be followed for
the safety of all staff and children in the
centre. Such policies might be that every person that enters your child care centre
signs a visitors book and that the staff member on duty check the identity of the
person who is entering the centre and logs it down in the book.
licence check, to ensure only authorised persons are permitted to collect a child.
If an unauthorised person presents to collect a child, the c

parent is unavailable, an authorised person) should be immediately informed and
authorisation for that person to collect the child obtained if appropriate.
All childcare service providers must have a policy that clearly sets out procedural
arrangements for the collection of children. State and territory licensing and
regulatory processes for the provision of childcare services stipulate that a child
may only be collected from a childcare service by a parent or authorised person.
The National Quality Standards under the National Quality Framework reiterate this
position.
Childcare service enrolment forms should therefore require detailed written
full name, residential address, telephone number and relationship to the child.
Any trades person that enters the centre will also have to provide all details of their
identity and contractor details as well as the reason for attendance at the centre.

5.5 Sun Safety
Children are typically in care when daily ultraviolet (UV) radiation levels are at their
peak, meaning they are uniquely placed to educate about sun protection
behaviour, minimise UVR exposure,
skin cancer.
Every centre should have the following

• have a written sun protection policy meeting the minimum standards relating
to curriculum, behaviour and the environment
• be working to increase shade
• reschedule/minimise outdoor activities during peak UV periods of the year
• educate, model and reinforce positive sun protection behaviour
Current research suggests that childhood exposure to UV radiation contributes

significantly to the development of skin cancer in later life. Educating children and
reducing their UV exposure is expected to have a major impact on the future
incidence of skin cancer in Australia.
Sun-safe Activities
•
especially between 10am and 3pm.
• Covering as m
• Choosing a hat with a broad-brim or in a legionnaire style so the face, neck
and ears are protected.
• Make use of available full shade and provide shade in the play area. The
material used should cast a dark shadow.
• Infants and young children should be regularly checked to ensure clothing,
hat and shade positioning to ensure he/she continues to be well protected
from UV radiation.
• Apply a SPF30+ broad-spectrum water-resistant sunscreen. Broad-spectrum
water-resistant sunscreen (SPF 30+) may be applied to any small areas of skin
that cannot be protected by clothing (such as face, ears, and backs of hands).
Sunscreen will need to be applied 20 minutes before going outside and
reapplied every couple of hours or more often if it has been wiped or washed
off.

Early childhood services across Australia can also be awarded SunSmart status and
acknowledged for their past and ongoing efforts around skin cancer prevention.
Contact the Cancer council for further details.
Slip, Slop, Slap, Seek, Slide

The Cancer Councils new Sun Safety program details important and easy
messages that can be taught to children. Go to their website for copies of the song

5.6 Excursions
5.6.1 Planning
The Education and Care Services National Regulations 100-102 state the
requirements for an excursion including risk assessment and authorisation for
excursions. There are no explicit child-to-educator ratios for excursions stated in
the new regulations, instead services are required to undertake a risk assessment
prior to an excursion to identify any risks and how these will be managed and
minimised. This includes how many adults will be needed to adequately supervise
the group of children on the excursion.
The risk assessment MUST consider:

• items to be taken on the excursion
• the minimum educator to child ratio required under the National Regulations
(that would be used while at the centre)
• whether a higher ratio of educators (or other responsible adults, such as
parent helpers) is appropriate to provide supervision given the risks posed by
the excursion
• the proposed route and destination
• any water hazards
• risks associated with water-based activities
• transport to and from the proposed destination
• number of adults and children
• proposed activities
• proposed duration
• whether any specialised skills are required to ensure children's safety.
While an increased educator to child ratio for excursions is not specified in the
National Regulations, there is a requirement to adequately supervise children at all
times. A thorough risk assessment should determine whether minimum ratios are
sufficient to provide adequate supervision of children while attending an excursion.

EXAMPLE EXCURSION RISK MANAGEMENT PLAN
Excursion destination insert Date(s) of excursion: insert
Description of Destination Describe the type of destination e.g. Library, park, swimming pool, farm, nature walk
Destination Address Need the address so parents know where to contact/collect children if required
Proposed Departure Time insert Proposed Return Time insert
Estimated Travel time to Estimation of travel time TO Estimated Travel time Estimation of travel time FROM
destination from destination
Destination Contact insert Destination Phone insert
Method of transport,
including proposed route
Planned Stops or Breaks For extended travelling times or for lunch rest breaks, toilet stops
Name of excursion co- Who is organising the excursion?

ordinator
Contact number of (BH) their work number (M) Their mobile number (remember that by law staff must be
excursion co-ordinator contactable at all times or have access to a phone when
supervising children.
Number of Attending insert Age Range of Children Break into groups

Children 0-1, 2-

Number of educators Does number reflect staff to Number of insert
child ratios parents/volunteers
*Educator to child ratio, including whether this As per standards

excursion warrants a higher ratio?
Please provide details.
*Proposed activities Detail each of the different activities that will be planned for the Water hazards? Yes/No
children
If yes, detail in risk
assessment below.
How will you ensure that List the strategies used to supervise children effectively
children are well
supervised? i.e. Head
counts
*Food and drink List menus

arrangements:
*Toileting arrangements: Detail for each stop/rest area as well as destination
*Excursion resources: Detail the resources required

What information needs to Detail the different information that must be provided to parents/guardians
be included on the
permission slip?
What information will you detail parents/guardians plus alternative contacts

need to include on your
emergency contact list?
Excursion checklist (Tick whichever items are required)
☒First aid kit ☒List of adults participating in the excursion
☒List of children attending the excursion ☒Contact information for each adult
☒Contact information for each child ☒Mobile phone / other means of communicating with the service &
emergency services
☒Medical information for each child ☒Permission slips
☒Relevant Safety Equipment ☒Camera
☒Food/Snacks ☒Activity Packs
☒Water ☒Other items, please list
☒Child Medication (i.e. EpiPens, Inhalers)

Risk assessment (Example)
Activity Hazard identified Risk assessment Elimination/control Who is When?

measures Responsible?
(use matrix
below)
Swimming Drowning Extreme • Increased All staff When children

supervision near swimming
areas
• Flotation devices
• Controlled
swimming areas
(depth)
Outdoor activities Sunburn High Sunsafety protection: All staff • Prior to going
(including outside
• Hats
swimming)
• Sunscreen
• Sunscreen (SPF
refreshed
30+)
every 1 hr; and
• Sunsafe clothing
• After
swimming

Risk Matrix
Consequence
Insignificant Minor Moderate Major Catastrophic
Almost
certain
Moderate High High Extreme Extreme
Likely
Moderate Moderate High Extreme Extreme

Likelihood
Possible
Low Moderate High High Extreme

Unlikely
Low Low Moderate High High

Rare
Low Low Low Moderate High

Plan prepared by Staff member name Staff member name Staff member name
Prepared in consultation with: Staff member name
Communicated to: Management, participating staff, parents/guardians
Venue and safety information reviewed and Yes / No
attached Comment if needed:
Reminder: Monitor the effectiveness of controls and change if necessary. Review the risk assessment if an incident or
significant change occurs.
This plan has been adapted from the Guide to the EYLF and is available on the Sparkling Stars Intranet.

Visit the excursion venue or location in advance so the staff can identify risks and
include them in their risk management plan.
The mandatory educator to child ratios must be followed during your excursion.
AS you would expect the adult to child ratio should be higher on an excursion than
when staff and children are at the centre. (Parents or guardians may also be
available to help during the excursion).
Do a head counts or roll calls at pivotal points throughout the excursion including
getting on and getting off transport, arrival and departure from the venue, food,
drink and toileting breaks.
to each educator or adult and to use the bubby system where children are
allocated a peer bubby to stay with for the duration of the excursion.
Parents need to be fully informed of the excursion details and have provided written
consent for their child to participate. Parent permission form should include
information including:
•
• the reasons for the excursion,
• the date and time of the excursion,
• description of the excursion
• method of transport,
• the proposed activities to be undertaken by the child during the excursion,
• the period the child will be away from the premises,
• the anticipated number of children likely to be attending the excursion,

• the anticipated ratio of educators attending the excursion to the anticipated
number of children attending the excursion,
• the anticipated number of staff members and any other adults who will
accompany and supervise the children on the excursion,
• cost of the excursion
• that a risk assessment has been prepared and is available at the service.
NOTE: If the excursion is a regular outing, the authorisation is only required to be

obtained once in a 12-month period.
Other questions you will need to answer include:

• What will the weather be like?
• Are the activities on the excursion developmentally appropriate for the age
and abilities of the children?
• The best time of day to suit the majority of the children?
• Are there any special requirements needed during the excursion?
• What resources do you require? (essentials include water, food, first aid kit,
change of clothes, mobile phone, sunscreen)
Allowing the children to assist age appropriately and let them be part of the
planning can add to their enjoyment of the excursion, as well as assisting them be
aware of rules and limits.
Preparing Children for an Excursion

• Prepare children for excursions, telling them about where they are going and
what to expect. This increases their interest and makes it more likely that they
will stay focused and with the group.
• Research with the children about the place you are going and interesting
facts about what you might see and learn. Example: provide activities about
or use the internet to research.

• Discuss the rules and expectations before each excursion. Example: Create
booklet or poster with the children with the rules and expectations of the
excursion.

• Remind why rules are necessary. Allow children to ask questions and tell
others who may be new to the service about the rules. If children feel
ownership of them and if they think they are fair and understand why they
exist, they are more likely to cooperate.
What to Take on the Excursion

As part of the risk assessment you need to list items you need to take on the
excursion.
Items include:
• A first aid kit,
• Medication (if required), e.g. EpiPen® if a child has anaphylaxis or asthma
medication for children with asthma.
• Mobile phone
• List of all children attending and emergency contact numbers.
• Sunscreen
• Tissues
• Face wipes
• Spare clothing
• Water and food
5.6.2 Provide Detailed Information to Families Regarding Any Excursion

Being Undertaken
When planning an excursion, it is important
that you as a child care worker ensure that
safety checks are consistently
implemented and action is taken as a result
of the checks. Excursions, services must
comply with the various requirements of
state and territory licensing bodies and/or
National standards. A greater ratio of carers
to children will often be required when
taking children on an excursion outside the
centre.
Extra diligence is required by carers to ensure children are closely supervised during
excursions. Careful advance planning of destinations, transport, meals and toilet

breaks will help to identify potential hazards and to determine the level of
supervision required.
If additional adults are required to assist with the excursion, they will need to be
fully informed of the supervisory and safety requirements. It can be useful to
allocate a specific group of children to each supervisor for the whole excursion.
Children can be closely monitored by regular head counts throughout the
excursion. Supervisors should remain in close proximity to the children at all times.
If the excursion is near water extra precautions and supervision will be required.
Source: http://ncac.acecqa.gov.au/educator-resources/pcf-
articles/Supervision_in_Children%27s_Services_Sept05.pdf
Authorisation for Removal of a Child

When a staff member or family day carer takes a child outside the premises, the
care venue, the proprietor must ensure
that the parent or guardian provides written authorisation.
The authorisation must state:

• The reason the child is to be taken outside the premises
• The date the child is to be taken on the excursion
• The proposed destination for the excursion
• The method of transport to be used for the excursion
• The proposed activities to be undertaken by the child during the excursion
• The period the child will be away from the premises
• The number of staff members, family day carers, and any other responsible
person who will accompany and supervise the child on the excursion
Authorisation for Routine Outings

A staff member or a family day carer may take a
child on a routine outing if written authorisation
parent or guardian
within the previous 12 months. However,
obtaining authorisation more regularly would be
advisable.

• Authorisations are also required for the regular practice fire drills done as they
will generally involve children leaving the premises
• Authorisations for routine outings must be distinguished from those required
for excursions: A separate risk assessment is required for each excursion prior
to the excursion taking place
• Authorisation may be given by a parent or guardian or other person named
taking of the child outside the premises, family day care residence or family
day care venue by a staff member or family day carer
5.6.3 Supervision on Excursions

Constant and effective supervision cannot be over emphasised. Many excursions
include travelling, visiting public places and using public toilets. These are all high
risk areas for children.
To minimise these risks, it is important to provide appropriate adult-to-child ratios

and supervision.
Giving responsible adults that are assisting with the excursion, clear instructions of
their responsibilities and role. Adults role and responsibilities include:
•
• having allocated children in their view at all times,
• ensuring children are supervised when going to the toilet, sitting with
children when travelling,
•
ur)
While on the excursion, educator and other supervising adults need to remind
children of the rules and expectations. You can do this by using language to provide
positive reinforcement, modelling the correct and expected behaviours and
reminding or questioning children as a group during the excursion to reinforce
expected behaviours.
Road Safety
It is important that children under 4-5 years hold an adults hand when crossing the
ion of

adults. All children should have road safety education and this can start from a very
young age. Before going on an excursion it is important to prepare the children
and this can include
• role playing and having dramatic play opportunities for crossing the road.
Example: Set-up a pedestrian crossing or a set of lights for the children to
role play safe road crossing procedures,
• if travelling in cars of a bus learn about wearing seatbelts and learn songs or
use black crepe paper to attach chair to role-play putting on seat belts and
travelling on a bus.
• reading books, using puzzles, games or watching videos to demonstrate road
safety procedures.
REMEMBER adults are role models for children and it is essential that we model the
correct behaviour when crossing the road.
• Always cross at lights and crossings where possible,
• Practice correct road crossing procedures. STOP, LOOK, LISTEN!
• Do not walk from behind a car.
• Teach children about the GREEN and RED light signs: Green is good and red
is danger.
5.6.4 Safely Transport Children in Vehicles

Car Restraints
By law, children must be restrained at all times when travelling in a car in Australia.
All Australian car restraints must comply with Australian Safety Standards. When
fitted correctly, car restraints have proven to be very effective in preventing injuries
to children in a crash. It is essential that the car restraint manufacturer's instructions
be followed exactly. Take the time to check that the restraint is fitted correctly every
time you put a child in a vehicle.
When choosing a restraint it is important to consider whether it will fit into your
vehicle, will passengers in the front seats be comfortable with the restraint in place,
is there enough head room in the vehicle to allow you to lift the child in and out of
the restraint, and are the seat belt and tether straps long enough to secure the
restraint. There are two ways of attaching the tether strap to your vehicle. These
are the anchor bolt (pre 1992) which has a key-hole fitting and the anchor bolt (post
1992) which has a hook fitting.
Source: http://www.childsafetyawareness.com/safety-tips/18-car-restraints

As you can see from the below that there are a number of restraints, it is important
that as a child care worker (and parent) that if you are using any of these type of
restraints that you are fully aware on how to use them correctly to ensure that
maximum safety of the child.
Baby Restraints
Babies which weigh up to 9kg or are up to 700mm long (usually up to 6 months
of age) are most suitably restrained in a rearward-facing infant restraint. Infant
restraints face rearward as most crashes occur in a forward position. The impact is
distributed and jarring of the neck and head is minimised. Infant restraints utilise an
upper tether strap and a rear adult seat belt.
These restraints are commonly referred to as a 'baby capsule'.
• It is recommended that a baby stay in a rearward facing position for as long
as possible as this is the safest way to travel.
• Every time you use an infant restraint you must check
that the body band or harness is adjusted so that it
fits the baby as snugly as possible.
• If you use a baby rug, place it over the baby after you
have secured the baby into the restraint.
• Shoulder straps will need to be adjusted as the baby
grows so that they come from the slots closest to
the baby's shoulders.
Toddler Seats
Children weighing between 8 and 18kg or approximately 6 months to 4 years are
most suitably restrained in forward-facing toddler seats. Toddler seats are attached
to the car using an adult seat belt and an upper tether strap.
Toddler seats have a six-point harness system to secure
the child.
• Every time you use the restraint you need to
check that the seat belt is firm and that the straps
are tightened to fit snugly and are not twisted.
• Refer to the manufacturer's instructions to ensure
that you know how to adjust the harness system.

• The shoulder straps will need to be adjusted as the child grows to ensure that
they come from the slots closest to the child's shoulders.
• Continue to use the toddler seat until your child has outgrown the restraint
Booster Seats
Booster seats are available for children who have outgrown their toddler seat or
weigh between 14 and 26kg. These limits vary according to different seats so check
the manufacturer's guidelines. A booster seat raises the
height of the child so that the adult seat belt fits the child
properly.
It is best to wait until the child understands not to touch the
seat belt before promoting him or her to the booster seat.
• Booster seats are held in place by the child's body and
the lap sash seat belt in the car. It is recommended
that an h-harness be used in combination with a
booster seat.
• Children should use a booster sea
same level as the vehicle seat back or head rest.
• Some booster seats have 'horns' or guides to help ensure that the seat belt is
passing around the child at the correct level. Alternatively a sash guide can
be purchased and used with an adult lap sash belt.
Harnesses
Child harnesses are suitable for children weighing between 14 and 32kg. An h-
harness looks similar to a racing driver's harness. It has two straps coming down
over each shoulder and a connecting strap between the two. H-harnesses are used
with a seat belt.
Harnesses can be used with a booster seat until the child

grows out of the seat and then alone in the rear seat of the
car. Some harnesses are supplied with a buckle which allows
the harness to be used with lap/sash belts.
Harnesses are very useful when travelling in a taxi or

transporting extra children whom you do not have a child
seat for as they are very portable.

Special Needs
Children with special needs such as those who are in plaster casts and others who
have medical conditions or developmental delay, sometime require specialised
restraint options.
• The safety consultants at the Safety Centre can assist in finding options for
transporting children with special needs.
• The 'TADVIC' buckle cover is designed so that children cannot undo the seat
belt buckle.
• The 'Securap' is a band which brings the shoulder straps of toddler seats
closer together so that young children cannot flex their arms out of the
harness system.
• A 'special needs harness' is available when a child cannot be secured into a
child seat.
• Occupational therapists and paediatricians can often suggest options for
transporting children with special needs.
Travelling with Children

Travelling with children can be a trying time. Remember to allow a little extra time
so that tension is minimised. Praise good behaviour.
• Often children try to escape from their restraint. Handle this problem as soon
as it starts by explaining the rules that you can't go anywhere unless the seat
belts are all buckled. Reward good behaviour.
• Talk or sing when you are travelling with children to make the time pass more
quickly. Save special games to be played in the car such as 'I spy' so that
children realise that travelling is a special time.
• If you have both an active toddler and a baby, take the baby out of the car
safely before the active toddler gets out.
• Take regular breaks when driving to minimise the distress to both driver and
passengers

Chapter Review
Knowledge Check
•
• Identify the prescribed educator to child ratio by your
state/territory.
• Cite three (3) examples of areas that should be checked daily for
risks.
• According to National Law and National Regulations, only under
what circumstances may a child leave the education and care
service premises?
• List one (1) way to ensure activities are sun safe.
•
be secured each time.
Summary
• Supervision is the most essential skill you will develop as lead

educator or educator, as the safety and wellbeing of all the children
in your care depend on it. The four principles of supervision are 1)
knowing, 2) listening, 3) positioning, and 4) scanni ng.
• While supervising it is important that you interact with the children.
By interacting with the children, you are modelling appropriate
behaviours, ways to play and how to interact with others. By being
are supporting their
•
protected in the Early Education and Care environment. Educators
need to be alert to and aware of risks and hazards and the potential
for accidents and injury throughout the service, not just within their
immediate area.
• Part of your supervisory tasks is also to minimise risks in the centre.
Make sure to identify existing and potential hazards, such as those
found in indoor and outdoor play spaces, fire hazards, cleaning
products, and pests/vermin.

• Education and Care Services should have administration policies
and procedures ensuring that parents completing enrolment
documents detail who is authorised to collect the child from the
service. In addition, you should closely monitor visitors and actively
• Children are typically in care where daily ultraviolet (UV) radiation

levels are at their peak. Make sure t hey are educated about sun
protection behaviour and on minimising UVR exposure through the
application of sunscreen.
• Finally, the Education and Care Services National Regulations 100 -
102 state the requirements for an excursion include risk assessment
and authorisation for excursions.
authorisation is secure, that risks are properly assessed and
managed, and that you use the proper car restraints for children.
Activity
• a nd see i f
a ny c ha nge s nee d to be ma de .
Further Reading
• Rem em ber t hat you m ust foll ow t he cor rect proc edure
s hould a n ac ci de nt occ ur , w hic h i nclude s c om ple ti ng a n
I nci de nt , Inj ur y, Tra uma a nd Ill ne ss Rec or d . Ha ve a nother
l ook a t t he form on t he i nt ra net i f you nee d a rem i nd e r.
• A s a m pl e Ris k As s e s s m e nt Tool is a vai l a bl e on t he S par kli ng
S t a rs Int ra ne t .
• A ful l ve r si on of t he He al t h a nd Sa fe ty Wor kpl a c e Audi t
C he c kl i st is a va il a bl e of t he S pa r kl i ng S t ar s Intr a ne t ( al s o
c ove r s Da il y/We e kl y/M ont hl y c he c ks ).
• An e x c ur s i on r i s k a s s es s m e nt t e m pl ate i s pr ovi de d by t he
AC E C QA for c e nt r e s . Pl e a s e foll ow the l i nk bel ow t o vi e w
t he AC E C QA E x c ur s i on ri s k m a na g e me nt pl a n i n t he
S pa r kl i ng St a rs r e s ourc e s .
(Username: learner Password: studyhard)

CHAPTER 6: MANAGE INCIDENTS AND EMERGENCIES
6.1 Develop Plans to Effectively Manage Incidents and Emergencies
• protect children, adults and staff

•
• meet the requirements of relevant workplace health and safety legislation.
Having a clear plan for the management and communication of incidents and
emergencies assists educators to handle these calmly and effectively, reducing the
Source: Guide to the National Quality Standard, 2018
A service can meet the NQS requirements by implementing the following:

• emergency procedures displayed prominently throughout the premises
• educators given ready access to an operating telephone or other similar
means of communication at all times
• emergency telephone numbers displayed near telephones
• educators and co-ordinators having ready access to emergency equipment,
such as fire extinguishers and fire blankets.
It is important as part of your risk assessment process that you have your
emergency plans looked over by the appropriate authorities to ensure that you
have covered the risks appropriately. This will also meet the recommendation of
effectively manage incidents and emergencies are developed in consultation with
What types of emergencies need to be considered?

Emergency events could include:
• Fire at the premises
• Bomb threat
• Threatening intruder
• Gas leak or chemical spill
• Natural disaster such as bushfire, flooding and severe storms

• Medical situations requiring emergency services to be contacted
If you require advice in developing your emergency evacuation plan contact or

consult with your local fire, police, ambulance or emergency services authority.
An Example of a Risk Assessment Completed for Emergency Situations

6.1.1 Ensure Emergency Procedures Should Be Displayed Prominently
Throughout the Premises
An approved service is required to have policies and procedures
which set out instructions for what must be done in an
emergency and to have an emergency and evacuation floor plan.
The policies and procedures must be based on a risk assessment

that identified any potential emergencies relevant to the service.
The emergency and evacuation floor plan, and instructions should be displayed in
a prominent position near each exit at the service premises.
The approved provider must also ensure that emergency and evacuation
procedures are rehearsed every three months by the staff members, volunteers
and children present at the service on the day of the rehearsal. The responsible
person present at the time must also participate in the rehearsal.
The rehearsals must be documented, such as on a specific Emergency Evacuation

Rehearsal register, or noted in a centre diary or communications book.
Source: National Regulations: Regulations 97, 168
If the approved service caters for children over preschool age, they should plan
rehearsals to cover before and after school sessions, and vacation care.
An example of an evacuation plan is below:

6.1.2 Make Certain that All Educators Have Ready Access to a Phone or
Similar Means of Communication
Whilst working at the child care centre, it is important that staff have ready access
to a phone or similar means of communication, so as to be able to have contact
in case of an emergency situation arising.
National Regulations: Regulation 98 (Telephone or

other communication equipment) states that the
approved service must ensure that, when
educating or caring for children as part of the
service, the nominated supervisor and staff
members of the service have ready access to an
operating telephone or other similar means of
communication to enable immediate
communication to and from parents and emergency services.
This includes when children leave the premises, such as on an excursion or a

routine walk to the local park.
NQS Compliance: Assessors conducting a site audit for compliance against

the NQS Element 2.2.2 will be looking to see if educators having ready
access to an operating telephone or other similar means of communication.
Telephones should be located where educators can easily access them without
leaving children unsupervised. If this is a mobile phone, it must be capable of
making and receiving calls. That is not locked for outgoing calls or out of credit.

6.1.3 Ensure Emergency Numbers are Located near Telephones
As a child care worker you not only have a duty of care to other staff member but
mainly to the children you look after as well as their parents who attend the centre.
It is very important that Emergency numbers are located near the telephone
systems/handpieces so as to be available if and when needed.
Some of the important emergency contacts are:
Emergency Contact Telephone Number:
Police
Fire Triple Zero (000)
Ambulance
State Emergency Service

(SES) 132 500
Poisons Information Centre 13 11 26
NQS Compliance: Assessors conducting a site audit for compliance against

the NQS Element 2.2.2 will be looking to see if emergency telephone
numbers are displayed near telephones.

Emergency Procedures and Incident Management Plans
Your centre must have policy and procedures that cover emergencies and/or
evacuations and will detail the process you must follow when faced with an
emergency situation.
This information must also be supplied to all families upon enrolment and updated
when any changes to procedures occur.
procedures and incident management plans in a variety of ways. For example:

• Enrolment packs
• Information booklets
• Notice board signs
• Newsletters
• Procedure manual available for parents/carers to view
6.2.1 Discuss and Practise Emergency Drills with Children, Educators,

and Any Other People on the Premises
The approved provider must ensure that emergency and evacuation procedures
are rehearsed every three months by the staff members, volunteers and children
present at the service on the day of the rehearsal. The responsible person present
at the time must also participate in the rehearsal.
The rehearsals must be documented, such as on a specific Emergency Evacuation

Rehearsal register, or noted in a centre diary or communications book.
Source: National Regulations: Regulations 97, 168
If the approved service caters for children over preschool age, they should plan
rehearsals to cover before and after school sessions, and vacation care.
It is important that staff discuss and practise emergency drills with children, so they
have an understanding what is required when they hear an emergency warning.

When conducting orientation and induction for new staff/carers and relief staff an
overview of emergency procedures should always be included.
This will constantly ensure that all staff and carers are fully aware of their roles and
responsibilities when they are present in the event of an emergency situation.
Orientation strategies should also be considered for visitors, volunteers and parents
6.2.2 Ensure That Emergency Equipment is Available and Tested and

Staff are Trained in the Use of It
It is important that the staff at the
child care centre ensure that all
emergency equipment is available
and tested and that all staff are
trained in the use of it.
This emergency equipment includes:

• Fire extinguishers
• Fire alarms
• Fire blankets
• Automated external defibrillator (AED)
• Epi-pens
All staff should be trained in how to use all equipment. Training can include:
• In service or professional development training
• Training by the emergency services
• Online training
There will be procedures relating to the use and operation of all emergency
equipment in your centre and you should ensure you locate, read and understand
the procedures as they relate your role in the centre.
The centre will need to arrange for regular servicing and maintenance of
emergency equipment. All equipment should only be maintained by qualified

personnel, and any maintenance carried out should be recorded, and a copy of
that maintenance should be kept at the centre.
Types of Fire Extinguishers

Below is a list of fire extinguisher types and their uses. You should ensure you
understand what extinguisher is used for what purpose to ensure the safety of all
staff visitors and children in your centre. You should also frequently advise staff of
the uses for each extinguisher. It may seem a repetitive task if you are repeating the
same information however; you need to ensure that in an emergency staff use the
correct extinguisher for the correct type of fire. For example: it would be dangerous
to anyone in the centre and possible in the vicinity if a staff member used a RED
water extinguisher on an electrical fire.

Other Safety Equipment
Automated external defibrillator

AEDs are designed to be used by
laypersons who ideally should have
received AED training. However, sixth-
grade students have been reported to
begin defibrillation within 90 seconds,
as opposed to a trained operator
beginning within 67 seconds.
Fire Blanket
A fire blanket is a safety device
designed to extinguish small incipient
(starting) fires. It consists of a sheet of
fire-retardant material which is placed
over a fire in order to smother it
First Aid Kit

The centre should have a number of
these available. Plus an extra for
excursions/outings.
Manual Fire Alarm Activator

In a larger centre and many larger
public buildings you may see these
activators typically located throughout
the property. Simply break the glass and
press the button inside to activate. The
fire department is automatically
notified in these circumstances.

Home Fire Alarm
These alarms are activated by smoke or
heat as well as by fire. Every centre
should have these installed and be
aware of maintenance responsibilities.
(see diagram below)
Recommended Locations for Fire Safety Equipment

Case of Emergency
-to-
of sign-in/sign-out forms, medication administration forms, and incident/injury
-
to- -up for this person, should
they be off-site or unable to fulfil this responsibility.
The centre must maintain a daily sign-in and sign-out sheet that includes:
• The first and last names of staff, volunteers and children
• The times of arrival and departure for staff, volunteers and children
• The names of visitors (times of arrival and departure)
• In the event of an emergency, a staff person must be assigned to be
responsible to take this list to the pre-identified evacuation site or safe area
in the facility
When it is necessary to evacuate a child care centre or family child care home,
certain records must be taken along so the staff and providers can continue to
provide care for children at the temporary location and communicate with parents,
staff and key contacts. When an emergency occurs, there may not be time to
gather these materials together before evacuation is required. Some materials,
information on children and adults with special needs, information to facilitate

family reunification (such as release forms) as well as blank incident/injury forms
can be kept in the file and the other materials added daily (e.g., sign-in sheets). If
copies of the latter materials are made at the beginning of the day and placed in
the file, the program will be able to evacuate the facility more quickly.

Chapter Review
Knowledge Check
• To be NQS compliant, where should emergency telephone

numbers be displayed?
• Who should be aware and practised on emergency drills?
• Cite two (2) examples of other safety equipment.
• emergency -to- file include?
Summary
• It is important as part of your risk assessment process that you have

your emergency plans looked over by the appropriate authorities to
ensure that you have covered the risks appropriately. This will also
meet the recommendation of NQS Element 2.2.2 which
incidents and emergencies are developed in consultation with
• Your centre must have policy and procedures that cover

emergencies and/or evacuations and these should be supplied to
all families upon enrolment and updated when changes to
procedures occur.
• Finally, t -to- le
which includes copies of sign-in/sign-out forms, medication
administration forms, and incident/injury forms. A responsible staff
-to-
Additionally, there must be an assigned back-up for this person,
should they be off-site or unable to fulfil this responsibility.

Activity
•
nee d to be m ade .
Further Reading
• A full E me rge nc y Ma nage me nt Pla n tem pla te for Earl y

C hildhood is a va ilable on t he Spar kli ng Sta rs Int ra net .

CHAPTER 7: PROMOTE HEALTHY LIVING
participants in play and leisure. Education and care settings provide many
opportunities for children to experience a range of healthy foods and to learn about
food choices from educators and other children
Source: Early Years Learning Framework, page 30; Framework for School Age Care, page 30
Infants, children and adolescents need sufficient nutritious food to grow and
develop normally. The focus should be on maintaining a rate of growth consistent
with the norms for age, sex and stage of physiological maturity.
greater than those of adults. Children are nutritionally vulnerable up to around 5

years of age, after which their growth rate slows, and their nutritional needs reduce
nutritional status and health and wellbeing, parents, carers and health professionals
must be responsive to the developmental and nutritional needs of children.
has introduced what is called Foundation

hildren and
adolescents. Sufficient nutritious foods must be provided to support optimum
Element 2.1.3 Healthy eating is promoted and food and drinks provided by the
service are nutritious and appropriate for each child.
EYLF Outcome 3: Children have a strong sense of wellbeing.
Educators in Early Education and Care centres need to create a variety of

opportunities for children to learn about healthy lifestyles, including the nutritional
information about the foods they eat. Children need to learn that good nutrition is
essential to healthy living and enables children to be active participants in play.
learn. As children become more independent, they can take greater responsibility

for their health, hygiene and personal care and become mindful of their own and
Source: Belonging, Being, Becoming, pg.30
7.1 Experiences, Conversations, and Routines
Establishing good mealtime routines in childhood helps with maintaining a regular

meal pattern throughout adolescence and adulthood. A regular meal pattern forms
the foundation for a healthy, balanced diet. Children have small stomachs, and their
energy and nutrient requirements are best met through small and frequent
nutritious meals and snacks.
Safe and Positive Mealtimes

As educators, you need to be close enough to supervise the children and monitor
mealtimes. Hazards such as allergic reaction and choking are just a couple of the
concerns which can affect children during mealtimes. It is essential that children
are given appropriate foods which reflect both their age and developmental
capabilities.
Choking Risks for Toddlers and Young Children

When children inhale or ingest food it can easily lead to a blockage of their airways
as they are small in comparison to adults. Children should be always be supervised
and seated whenever they are eating.
It is not recommended for children to be given hard, small, round and/or sticky
solid foods because they can cause choking and aspiration.
Certain food items pose a greater choking risk to young children, these are:
• hard food that can break into smaller lumps or pieces
• raw carrots, celery and apple pieces, which should be grated, finely sliced,
cooked or mashed to prevent choking
• nuts, seeds and popcorn
• tough or chewy pieces of meat
• sausages and hot dogs, which should be either skinless or have the skin
removed, and be cut into small pieces.

Hard lollies and corn chips also present a choking risk, but these should not be
with these foods.
Food Intolerances
Reactions due to food intolerance are usually less severe than those of food allergy,
and a larger dose of the suspect food is usually required to cause a reaction.
Symptoms include:
• headaches,
• skin rashes, and
• stomach upsets
this
ure to particular foods.
Using Routines
Early childhood Education and Care services provide many opportunities for
children to experience a range of healthy foods and to learn about food choices
from educators and other children.
Routines that you establish with the children can provide many opportunities for
children to learn about and practice health and safety.
• Getting children to wash their hands before snacks, lunch, after going to the
toilet
• Brushing teeth after a meal
As children get older and develop more skills it is important to involve them in the
set up and clean-up of the mealtime routine. Toddler and pre-school age children
can begin to assist in setting the tables, serving themselves using tongs and
scrapping their bowls into the scrap bowls. Children can also take turns of
emptying scrap bowls. If your centre has a worm farm or compost, this is also a
great way to reinforce environmentally sustainable practices with the children.

7.2 Model, Reinforce, and Implement Healthy Eating and Nutrition
Practices
Both parents and carers can support quality optimal dietary patterns by modelling
behaviours and purchasing and preparing nutritious foods.
Mealtimes should be a relaxed and enjoyable experience where the educators can
role model positive eating habits and join in conversations with the children.
Seating children together in small groups with an educator allows for good
communication and a relaxed, social atmosphere where children are given time to
eat and enjoy their meal.
Both educators and parents have a big influence on the children and what they
learn about food. Children learn a lot by watching what you do and from listening
to you. By sitting with children at meals and demonstrating healthy eating
behaviours, talking about food and nutrition, children can learn good eating habits.
Some important points about this role include:

• Sitting with children during meals and snacks.
• When providing food, eat the same food as the children.
• Encourage children to taste all the foods offered at a meal or snack.
• Never give or deny food as a reward or punishment.
• Make sure the social environment is calm and positive.

7.3 Support and Guide Children to Eat Healthy Food
Kitchen Fun
One way of getting children interested in healthy food is to let them be involved in
the preparation and cooking of food. There are many simple recipes around that
children could quite easily assist you with.
gourmet chef to make the food look good. Think of interesting ways to present the
food, which will inspire the children and get them, talking, telling stories, playing
and learning about their food.
Bring the children's attention to the shape of the whole fruit, how it grows, the
texture of the skin, the smell, and let them explore the seeds.
Compare the seeds of one fruit to the seeds of another. Collect seeds from all the
fruits and look at them all together.

By showing a positive healthy interest in food is providing a healthy role model that
will assist the children to develop a positive attitude of their won towards food.
Dress Up the Room

To help children enjoy mealtimes you can make the meal area attractive and
relaxed, with appropriately sized furniture. Most child care centres use a child-sized
table and chairs for meals. Family child care providers may use child-sized furniture
or arrange chairs, high chairs, and booster seats around the family table.
Let the children dress up the room with tablecloths, flowers, and other decorations.
Some simple origami folds make beautiful serviettes for the table and can help
create a more home-like environment at mealtimes or let them role play going out
to a café or restaurant.
Seating children together in small groups will stimulate good communication skills
and a relaxed atmosphere. Be prepared to move around and sit with different
groups of children to assist and support them.
Appropriate Size Serving Utensils

Provide appropriately sized servings and easy to use utensils so children can
manage by themselves, but always be prepared to assist and support them in
learning as hands will still be used while children learn the art of using a fork, or a
spoon, especially babies and toddlers. Provide child-sized utensils for eating. Small
spoons are essential. A plate with edges or a small, shallow bowl helps young
children to scoop up their food more easily. Use serving utensils that make it easier
to serve the right size portions of food. Utensils should be easy to handle,
implements such as tongs, smaller serving spoons and scoops work well.
Even try using serving utensils of a different colour. Having all serving utensils the
same colour, and a different colour from eating utensils, will help children
distinguish cooki
mark serving utensil handles with vinyl tape. This tape lasts a long time and stays
on well in the dishwasher.
Serve finger foods frequently. Foods such as small meat or cheese cubes,
vegetable sticks and fruit chunks teach coordination to children. Finger foods are
a good way to introduce new foods.

Learning eating skills can be messy. Encourage children to help you clean up spills.
Place a drop cloth or old shower curtain on the floor to make clean-up easier. Have
paper towels and a sponge handy. A spill is not a catastrophe, but rather an
opportunity to help children learn.
Use plastic squeeze bottles as children can squeeze jelly, peanut butter, mustard,
mayonnaise, ketchup, and other spreadable ingredients onto their foods.
Meal conversations assist in providing relaxed and enjoyable experiences where

staff role model positive eating habits and talk about the food that they are eating
as learning extensions.
Some things you can talk about include:

• the name of the food,
• the taste of the food,
• the colour of the food,
• the texture of the food,
• how the food helps them grow
You might also talk to children about:

• whether they have tasted this food before?
• what it feels like?
• what it smells like?
• where it comes from?

7.4 Activity Ideas to Encourage Healthy Nutrition
Using food throughout your program can teach children about where food comes
from and how it is prepared and the nutritional values of food. Cooking experiences
are also opportunities for children to practice mathematical and science concepts.
Some simple ideas include:

• Home corner
• Restaurant/cafe play
• Shop dramatic play
• If you have fruit trees or a vegetable garden, allow the children to help you
pick the fruit and vegetables and use them for meals. This is a very powerful
way to show children where food comes from and how it is made. Children
are more likely to taste and try new foods if they are involved in growing it.
• Implement cooking experiences and support the children to measure, count,
pour and mix the ingredients.
• Allow children to assist in preparing meals and planning menus. Children may
choose their sandwich fillings and which fruit they would like to eat.
• Involve children in excursions to the local shop to buy the ingredients for
cooking experiences. Older children can practice their writing skills by
preparing a shopping list, while younger children may be able to cut and
paste pictures from magazines. Encourage children to assist with choosing
the food items you need and discuss the nutritional value of the foods.
• Make a healthy eating collage where children identify healthy food and drink.
Depending on the age group of
o Green everyday, fresh foods/eat plenty

o Amber more processed foods/eat sometimes
o Red highly processed foods/eat occasionally
HEALTHY EATING GUIDELINE

For most children who are healthy, active and growing well, there is no need to
worry about fussy eating. If a child excludes an entire food group or has a very
limited range of foods for an extended period of time, a referral to an Accredited
Practising Dietician may be helpful.
Some tips for managing fussy eaters include the following:

• Make sure that the child has not filled up on drinks or discretionary choices
before a meal or snack.
• Maintain regular mealtime routines.
• Make the mealtime enjoyable.
• Ensure that you are modelling healthy eating behaviours.
• Continue to offer foods that have been previously refused. Sometimes
children need to be exposed to a new food a few times before they will even
taste it.
• Set a time limit of 20 30 minutes for a meal. After this time, remove any
uneaten food and let the child leave the table. Do not offer alternative food
or drinks until the next planned meal or snack.
Having extra food available is important if a child is still hungry. Extra servings of the
main meal or a part of the main meal can be offered, if available. If not available,
offer a small piece of fruit or a couple of crackers.
hungry at the end of meals, discuss this with the nominated supervisor and with
HEALTHY EATING GUIDELINE

7.5 Ready Access to Water
Appropriate Drinks While in Care

It is essential that children are offered healthy drinks throughout the day to add to
their nutritional intake and to keep them hydrated.
Our bodies are made up of 50-60% water and as we are active during our day, we
lose water from our bodies through sweating, going to the toilet and breathing. It
is important to replace this water to maintain good health.
Toddlers need around 1 litre of fluid a day and pre-schoolers around 1.2 litres each
day to stay hydrated (more in hot weather), this will vary from child to child and
you must consider the total volume of liquids they may have already consumed.
Most children enjoy drinking water if they get into the habit from an early age.
Centres that make water the preferred drink throughout the day, and always have
water available for children, will allow them to develop the good habit of hydrating
by drinking water.
Drinking water after eating is another healthy habit for children to develop. Some
services do this as part of their dental health policy. By rinsing their mouth after a
meal, children will reduce the amount of sugars remaining on their teeth which
will, in turn, reduce the chance of decay. The condition of baby teeth will affect
permanent teeth so forming these sorts of healthy habits in early childhood will
have lifelong benefits.
Examples of how to provide water include:

• l drink bottle filled with clean fresh water and
available during indoor and outdoor play.
• Have a jug of water available for children during lunch, morning tea and
afternoon tea.
•
• Throughout the day and at transition times encourage children to have a
drink of water before moving onto the next activity.

Milk or milk alternatives are also important for children to ensure they receive the
correct vitamins and minerals within their diet. Many centres serve milk at morning
tea and / or afternoon tea as part of the recommended 3 serves of dairy per day.
Appropriate Drinks for Children and Babies

Drinks 6 -12 months 1-3 years 3-5 years
Not suitable as a Children will Reduced fat
drink at this age start to be
though from 8 introduced to recommended
months small as a drink. Great
amounts can be 12 months. source of
added to food Now suitable as calcium.
and in cooking, a drink and is
for example suitable to
cereals. replace formula.
Soy Milk (enriched Not suitable. May be used in May be used in
with calcium) Soy formulas case of allergy case of allergy
are able to be
purchased. preference of preference of
the parents. the parents.
Oat, rice, barley or Not suitable Not suitable as a Not suitable as a
coconut milk replacement for replacement for
(unless (unless
medically medically
advised) advised)
Water Cooled boiled Healthy choice. Healthy choice.
water Encourage Encourage
introduced. children to drink children to drink
Encourage use regularly. regularly.
of a sipper sup.
Babies under 6
months may be
offered cooled
boiled water in a
bottle as an
extra feed
during hot
weather.
Fruit Juice Not suitable Not necessary. Not necessary.
Not Not
recommended to recommended to

be provided in a be provided in a
child care centre. child care centre.
A piece of fruit is A piece of fruit is
a healthier a healthier
option. option.
Cordial, soft Not suitable Not suitable Not suitable
drinks, flavoured
mineral water or
sports drinks

7.6 Plan Food and Drinks
Our food co-ordinator, Anna, has many things to think about when she plans the
children's menu. Not only does she have to incorporate all the nutritional
guidelines, but she has to make the food look and taste great too!
Educators will need to ensure that individual dietary needs and nutritional
requirements of all children are catered for. They will also need to consider:
• cultural requirements,
• individual preferences, and
• allergies and intolerances.
When planning your menus, talk with families as they know their child best. Families
have specific knowledge of what the child likes to eat, any preferences and any
allergies they are prone to.
They can also provide you with information about:

• what type of milk an infant takes,
• if they have started solids yet
• how they like to feed themselves
• any routines that are followed
7.6.1 Planning a Menu

All children will have different tastes,
differing appetites, and a different
willingness to try new foods, and all of these
may change over time. Planning menus that
vary daily and weekly can help ensure that
children receive adequate nutrients every
day and introduce them to a variety of
healthy nutritious food options.
When planning the menu for the week you need to consider:
• nutrients children need at different ages and stages of their development
• ences
• cultural factors
• attractive ways to serve food that looks appealing to children
• Eat for Health: Australian Dietary Guidelines (2013) - NHMRC
• Eat for Health: Infant Feeding Guidelines (2012) - NHMRC
• Get up and Grow resources
o Get up and Grow Directors_Book
o Get up and Grow Staff_and_Carer_Book_1
o Get up and Grow_Cooking_for_Children
o Get up and Grow_Family Book
• Policies and procedures of the centre
Please Note:
Your centre's food and nutrition policy should be available for parents to read in
s menu plan for the week, should be simply presented
and placed in a prominent position where both adults and older children can see
what foods are being provided.
Discussion of the menu plan, as well as other food activities that occur in your
service, allows you to find opportunities to educate both the parents as well as the
children about healthy choices. Many parents will seek information about the types
of foods they should provide and strategies they can use to encourage their child
to eat healthy foods.
Another way of diversifying the menu is to share popular recipes with parents and
ask them for recipes that their children enjoy and you can include in some of your
menus.
Get children involved in learning about healthy eating and share their investigation
with their parents. Arrange a guest speaker to talk to parents about nutrition. Many
services also include healthy eating ideas and information in their newsletter.

7.7 Recommended Dietary Intake
Research conducted by the National Health and Medical Research Council

(NHMRC) has led to an approximate Recommended Dietary Intake (RDI), the RDI
can guide us in calculating the appropriate amounts of nutrients that we need to
eat each day.
Under packaging laws in Australia this information must be on every food product
you buy from the supermarket.
Reading and interpreting food labels can assist in choosing healthy food choices
for children.
7.7.1 Read and Interpret Food Labels

Nutrition Information Panels
Nutrition information panels must contain information on the average amount of
energy, protein, fat, saturated fat, carbohydrate, sugars and sodium (salt) in the
food. In Australia, nutrition labels are required to also include data per 100g/100mL
of the product, as well as per serving size. This is done to make comparing similar
products simpler for consumers.
Ingredients must be listed in descending order (by ingoing weight). This means that
when the food was manufactured, the first ingredient listed contributed the largest
amount and the last ingredient listed contributed the least.
this means the product is 20% fat and a high fat food.
More information on Nutrition Panel Information can at the following link:
Nutrition Panel Information: Food Labelling Brochure
Quantity Per Serve
example, one serve may be 6 biscuits). One thing to be aware of is that, even when
you might assume you have a single serve portion, there may in fact be multiple
serves (for example a 250ml bottle of juice may in fact be 2 serves).
Energy/Kilojoules
The energy value is the total amount of kilojoules from protein, fat, carbohydrate,
dietary fibre and alcohol that is released when food is used by the body.
The following table looks at the typical ingredient found on nutrient labels. The RDI
given is
shown.
Ingredient RDI Nutrient Information

Protein Women: 45- Protein is essential for good health and is
60g/day particularly important for growth and
Men: 65-80g/day development in children. Meat, poultry,
fish, eggs, milk and cheese are animal
sources of protein. Vegetable sources of
protein include lentils, dried peas and
beans, nuts and cereals.
Fat Should be 30% of Fat is listed in the nutrition information
total energy panel as total fat (which is the total of the
intake, that is saturated fats, trans-fat, polyunsaturated
70g/day. fats and monounsaturated fats in the food).
Saturated Fat Should be less A separate entry must also be provided for
than 10% of your the amount of saturated fat in the food.
total energy
intake, that is less
than 24g/day.
Carbohydrates 45-65% of total Carbohydrates can be found in bread,
energy intake cereals, rice, pasta, milk, vegetables and
(230-310g/day). fruit. Carbohydrate in the nutrition
information panel includes starches and
sugars.

Sugars Experts define a Sugar is a carbohydrate and are included as
moderate intake part of the carbohydrates in the nutrition
as about 10 per information panel as well as being listed
cent of the total separately. The sugars listed will include
energy intake per naturally occurring sugars, such as those
day. found in fruit, as well as added sugar.
Remember prod
stated may still contain high levels of
natural sugars.
Fibre Women: 25g/day Not all nutrition panels state fibre content
Men: 30g/day unless a nutrition claim is made on the
label about fibre, sugar or carbohydrate, for
example
Sodium/salt Should be 920- Sodium is the component of salt that
2300mg/day. An affects our health. High levels of salt in our
upper limit of diets are not recommended and have been
1600mg is linked with high blood pressure and stroke,
recommended which is why it is included in the nutrition
for those with or information panel. High salt content is
at risk of heart often found in processed foods, including
disease. breads and cereals.
Calcium Women 50+ and
men 70+:
1300mg/day
All other adults:
1000mg/day
Iron Women 19-50:
18mg/day
Women 50+ and
men 19+:
8mg/day
7.7.2 Ingredients of Concern

Common Allergens
Separate advisory statements must be made on the label for the following
ingredients:
• aspartame
• added caffeine in cola drinks
• guarana
• Quinine
• Unpasteurised egg products

The eight most common food allergens, gluten and sulphites must always be listed
in the ingredients list or in a separate advisory statement. Products containing Royal
Jelly must also provide a warning statement on the food label.
For further information on food allergies and intolerances, including labelling

requirements, visit:
http://www.foodauthority.nsw.gov.au/_Documents/foodsafetyandyou/food_aller
gy_intolerance_brochure.pdf
Food Additives
Food additives are often added to our food and often play important part in
ensuring our food is safe and meets the needs of consumers.
s can be used to:

• Improve the taste or appearance of a processed food. For example, beeswax
- glazing agent (901) may be used to coat apples to improve their
appearance.
• Improve the keeping quality or stability of a food. For example, sorbitol -
humectant (420) - may be added to mixed dried fruit to maintain the moisture
level and softness of the fruit.
• Preserve food when this is the most practical way of extending its storage
life. For example, sulphur dioxide - preservative (220) - is added to some meat
Source: Food Standards
Food additive names can be confusing. To help reduce this confusion; each food
additive is given a short code number.
You can read more about Food Additives here:

http://www.foodstandards.gov.au/consumer/additives/Pages/default.aspx

Banned Additives
Many parents will be vigilant about some of the ingredients in food given to their
children. Some additives may be banned in one country but declared safe to eat in
another. Monosodium Glutamate (MSG) for instance was for many years treated
with condemnation by many consumers, but recent studies have found:
a large number of scientific studies is that
MSG is safe for the general population at the levels typically incorporated into
various foods. This has been confirmed by a number of expert bodies.
A small number of people may experience a mild hypersensitivity-type reaction

to large amounts of MSG when eaten in a single meal. Reactions vary from
person to person but may include headaches, numbness/tingling, flushing,
muscle tightness, and general weakness. These reactions normally pass quickly
and do not produce any long-
Source: Food Standards
MSG can be identified on nutrition labels as:

•
•
For a list of banned additives and more information on food labelling and packaging
laws please go to www.foodstandards.gov.au
7.7.3 Recommended Daily Servings

Infants Dietary Requirements (birth 6 months)
• Breast milk about 800 mL per day
• 8 12 times over a 24-hour period during the first week of life
• Minimum at least six times in a 24-hour period.
Supply = Demand
Nutritional Needs of Babies

Exclusive breastfeeding is recommended for around the first 6 months and should
continue for 12 months and beyond for as long as the mother and child desire.

Points to consider when introducing solid foods to infants are:
• Breast milk supplies adequate water up to around 6 months of age, but
cooled boiled water may need to be provided for formula-fed infants from
birth.
• A wide variety of solid foods should be introduced from around 6 months,
with first foods being iron rich (e.g. iron-fortified cereal, meat and
alternatives).
• Texture of solid foods should be a
• Some foods may need to be introduced many times before they are
accepted.
• Hard pieces of food (e.g. some raw vegetables/fruit, whole nuts) should be
avoided. Nut butters or pastes do not increase the risk of allergies and can be
introduced from 6 months.
Breast milk or infant formula should be the main drinks in the first 12 months;
as yoghurt between 6 and 12 months.

Source: Eat for Health: Infant Feeding Guidelines, 2012
Toddlers Dietary Requirements

• Vegetables/legumes 2.5 serves
• Fruit 1 serves
• Lean Meat, fish, eggs, tofu, nuts/seeds, legumes - 1 serves
• Grain 4 serves
• Milk Yoghurt Cheese 1.5 serves
Nutritional Needs of Toddlers

• A wide variety of nutritious foods is needed to support normal growth and
development
• Parents and carers can support quality optimal dietary patterns by modelling
behaviours and purchasing and preparing nutritious foods
• Reduced fat milk, yoghurt and cheese products are recommended for
children 2 years and older
• Dietary restrictions are not generally suitable for growing children and
adolescents and suspected food intolerance and allergy should be
confirmed by a medical practitioner

• Adolescents may be vulnerable to disordered eating
Source: Eat for Health: Australian Dietary Guidelines, 2013
Dietary Requirements of Children (3yrs 9yrs)

• Vegetables/legumes 4.5 to 5 serves
• Fruit 1 to 2 serves
• Lean Meat, fish, eggs, tofu, nuts/seeds, legumes 1 to 2.5 serves
• Grain 4 to 5 serves
• Milk Yoghurt Cheese 1.5 to 2.5 serves
Nutritional Needs of Children

• A wide variety of nutritious foods is needed to support normal growth and
development.
• Parents and carers can support quality optimal dietary patterns by modelling
behaviours and purchasing and preparing nutritious foods.
• Reduced fat milk, yoghurt and cheese products are recommended for
children 2 years and older.
• Dietary restrictions are not generally suitable for growing children and
adolescents and suspected food intolerance and allergy should be
confirmed by a medical practitioner.
• Adolescents may be vulnerable to disordered eating.
Source: Eat for Health: Australian Dietary Guidelines, 2013

What is a Serve?

7.7.4 Recommendations for Healthy Eating
Guideline 1 To achieve and maintain a healthy weight, be physically active and
choose amounts of nutritious food and drinks to meet your energy needs
• Children and adolescents should eat sufficient nutritious foods to grow and
develop normally. They should be physically active every day and their
growth should be checked regularly.
• Older people should eat nutritious foods and keep physically active to help
maintain muscle strength and a healthy weight.
Guideline 2 Enjoy a wide variety of nutritious foods from these five groups every
day:
• Plenty of vegetables, including different types and colours, and
legumes/beans
• Fruit
• Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties,
such as breads, cereals, rice, pasta, noodles, polenta, couscous, oats, quinoa
and barley
• Lean meats and poultry, fish, eggs, tofu, nuts and seeds, and legumes/beans
• Milk, yoghurt, cheese and/or their alternatives, mostly reduced fat (reduced
fat milks are not suitable for children under the age of 2 years)
• And drink plenty of water.
Guideline 3 Limit intake of foods containing saturated fat, added salt, added
sugars and alcohol
• Limit intake of foods high in saturated fat such as many biscuits, cakes,
pastries, pies, processed meats, commercial burgers, pizza, fried foods,
potato chips, crisps and other savoury snacks.
• Replace high fat foods which contain predominantly saturated fats such as
butter, cream, cooking margarine, coconut and palm oil with foods which
contain predominantly polyunsaturated and monounsaturated fats such as
oils, spreads, nut butters/pastes and avocado.
• Low fat diets are not suitable for children under the age of 2 years.
• Limit intake of foods and drinks containing added salt.
• Read labels to choose lower sodium options among similar foods.
• Do not add salt to foods in cooking or at the table.

• Limit intake of foods and drinks containing added sugars such as
confectionary, sugar-sweetened soft drinks and cordials, fruit drinks, vitamin
waters, energy and sports drinks.
• If you choose to drink alcohol, limit intake. For women who are pregnant,
planning a pregnancy or breastfeeding, not drinking alcohol is the safest
option.
Guideline 4 Encourage, support and promote breastfeeding
Guideline 5 Care for your food; prepare and store it safely

For more information regarding these guidelines go to (Eat for Health: Australian
Dietary Guidelines, 2013)
The types of food in this

graph are based on an
average Australian Diet and
are by no means the only
foods of this type that are
acceptable. The size of the
food product in this graph
is meant to give a
proportionate indication of
how much of that food to
eat in comparison to the
other foods.

7.7.5 Addressing Individual Dietary Needs and Preferences
Individual Needs
Individual dietary needs of children are determined by their age, developmental
stage of the child and also by their likes and preferences. Parents can assist you in
what the likes and dislikes of their children. Young children can be fussy eaters too!
feel that way. After watching the educators and other children enjoying what they
eat, the child may decide they like it too. Always offer new foods for children to try
and encourage them to taste unfamiliar food.
Religious Needs
Religious and spiritual beliefs will also influence the type of foods that children eat
and will need to be considered when you are menu planning. For example many
Muslim families follow Halal, many Jewish families only eat Kosher. This means the
food has been processed or prepared following religious protocols. This is no
different than some parents only wanting their children to eat vegetarian food, the
culinary suggestions from families will be often influenced by their religion. These
details are usually discussed with families during the enrolment and orientation at
the centre.
Examples:
• People of the Jewish faith usually do not eat pork.
• People who follow the Hindu religion do not eat beef.
Cultural Influences
different countries may be used to different ways of cooking and eating certain
foods. It is important to take into account cultural influences when planning menus
for the children.
•
• Talk about food with the children
• Discuss some favourite recipes with families

ds it still is
important to have food from different cultures. This allows children to appreciate
diversity, respect difference and try new foods.
Example:
• Asian cultures eat many rice based dishes
• Indian cultures use blends of aromatic spices as part of their cuisine.
7.7.6 Implications of Poor Diet

By eating well, your children will have the energy they need to play, concentrate
better, learn, sleep better and build stronger teeth and bones.
What Does Being Healthy Mean?

Being thin or able to participate in professional sports is not a measure of good
health. It's about having a balance between healthy eating and regular physical
activity in a way that works for each individual.
Being healthy helps children to:

• Build strong bones and teeth
• Grow and develop to their full potential
• Improve their concentration at school
• Improve their coordination, balance and strength
• Maintain a healthy weight
• Be bright and active, encouraging active participation and curiosity.
Being unhealthy can lead in later life to:

• Type II diabetes
• High blood pressure and cholesterol levels
• Some types of cancers
• Heart disease
• Obesity
• Dental caries and decay

7.7.7 Health Effects Associated with Diet
Overweight and obesity
The most immediate consequences of overweight and obesity in childhood are
social discrimination (associated with poor self-esteem and depression), increased
risk of developing negative body image issues, and eating disorders. Overweight
children and adolescents are more likely to develop sleep apnoea, breathlessness
on exertion and reduced exercise tolerance, some orthopaedic and gastrointestinal
problems, non-alcoholic fatty liver disease, and early signs of metabolic and clinical
consequences, such as hypertension, hyperinsulinemia, hypertriglyceridemia and
type 2 diabetes.
Underweight
In infancy and early childhood, underweight and failure to thrive can be more
prevalent than overweight and obesity in some communities. Failure to thrive is
most commonly a result of socioeconomic factors, including poor living
conditions133 but can also occur among affluent sections of the community due
habits).134 Specialist advice should be sought on underweight and failure to thrive

in infants and children (for further information on growth see Appendix H).
Inappropriate dietary restriction and eating disorders occur in some adolescents.
We will learn more about
7.7.8 Nutrition for Groups at Risk

Malnutrition is a condition that results from having an unhealthy diet that is not
balanced with the healthy foods that provide all the nutrients, vitamins and minerals
needed for our bodies to grow and develop.
poverty can often suffer from malnutrition.
According the NHMRC, in 2000, in some remote and rural areas of Australia, a
substantial proportion of Indigenous children were suffering from levels of
malnutrition. In the Darwin area, 20 per cent of children aged less than 2 years

were malnourished (NHMRC, (2000) Nutrition in Aboriginal and Torres Strait
Islander Peoples- An Information Paper).
In the indigenous people groups, there is a large difference between urban, rural
and remote communities and the nutritional level. The factors contributing to the
restricted availability of healthy food to Indigenous people include low
socioeconomic status, various environmental and social factors, and geographic
remoteness.
In rural areas malnutrition levels can even be affected by seasonal change including
the availability of fresh nutritional food, such as fruit and vegetables.
Research shows, that many Aboriginal children have poorer growth than non-
Aboriginal children after weaning. Malnutrition in early childhood has been linked
to problems with mental development and disorders including anaemia and
recurring infections. Infections place extra nutritional demands on the body, which
creates a vicious circle. Without enough nourishing food, the child runs the risk of
never reaching their full height or development.
Even people who have plenty to eat may be malnourished if they don't choose
healthy foods that provide the right nutrients, vitamins, and minerals.
Some diseases and conditions prevent people from digesting or absorbing their
food properly and this can also lead to levels of malnutrition.
For example:
• Someone with coeliac disease has intestinal problems that are triggered by a
protein called gluten, which is found in wheat, rye, and barley.
• Children with cystic fibrosis have trouble absorbing nutrients because the
disease affects the pancreas, an organ that normally produces enzymes
necessary for digestion.
In these cases it is essential for families to seek professional assistance, from

Doctors and dieticians, to ensure their children are having a balanced diet and all
their nutritional needs are met.

7.7.9 Providing Education and Support to Families
Family Education
The Infant Feeding Guidelines for Health Workers recommends the following
education materials which target the family, particularly fathers, ethnic and cultural
groups, and disadvantaged socio-economic groups. Hard copies of these materials
are available through the Australian Breastfeeding Association. Online versions can
be downloaded, as follows:
• 7 Helpful Hints for Learning to Breastfeed (1998)
• 7 Helpful Hints for Solving Breastfeeding Problems (1998)
• is Better for Your Baby and You (1998)
• 7 Important Facts for Fathers about Breastfeeding (1998)
• 7 Suggestions for Breastfeeding Your Baby anywhere, anytime (1998)
• non English language materials (1998)
•
• Milk perfect anytime anywhere (1998)
• You Can Breastfeed Your Baby (1998)
The WHO Code

The WHO Code is the abbreviated name for the International Code of Marketing
Breastmilk Substitutes developed in 1981 by the General Assembly of the World
Health Organization, following consultation with key stakeholders, including
governments and infant food manufacturers. In subsequent years additional World
Health Assembly resolutions have further defined and strengthened the Code.
The aim of the WHO Code is:
infants, by the protection and promotion of breastfeeding, and by

ensuring the proper use of breastmilk substitutes, when these are
necessary, on the basis of adequate information and through
Source: The WHO Code

The main elements of the WHO Code are as follows:
• There should be no advertising or other promotion to the general public of
products within the scope of the Code; i.e., breastmilk substitutes (including
infant formula and complementary foods), bottles or teats
• Health facilities and health professionals do not have a role in promoting
breastmilk substitutes
• Free samples of breastmilk substitutes or items that promote breastmilk
substitutes should not be provided to pregnant women, new mothers, or
health facilities
• Health risks to infants who are artificially fed, or who are not exclusively
breastfed, should be highlighted through appropriate warnings and labelling
• Labelling of breastmilk substitutes should contain instructions on how to use
the product to minimise the risks of use.
• Pictures or text that idealise the use of breastmilk substitutes should not be
used.
The Australian National Breastfeeding Strategy 2010-2015 notes:
-milk
Substitutes and subsequent WHA resolutions (HoR 2007). The
recommendation and stated that the Australian Government would
developing an Australian National Breastfeeding Strategy. This will be

progressed under the implementation plan and governance
arrangements for the Australian National Breastfeeding Strategy and
with respect to the development of the infant formula policy guidelines
and revision of the Infant Feeding Guidelines for
Health workers have a responsibility to promote breastfeeding first but, where it is

needed, to educate and support parents about formula feeding. Some mothers
may experience feelings of grief or loss if they decide not to breastfeed. A m
informed decision not to breastfeed should be respected and support from a
health worker and/or other members of the multidisciplinary team provided.
This responsibility is outlined in the WHO Code and the Australia New Zealand
Food Standards Code.

Under the WHO Code:
• feeding with infant formula should only be demonstrated by health workers,
or other community workers if necessary, and only to the mothers or family
members who need to use it
• the information given should include a clear explanation of the hazards of
improper use.
7.7.10 Food Allergies and Medical Conditions

It is very important to consider food allergies when organising meals for the
children. You must be aware of any food allergies or food intolerances that a child
in your care has, especially those with the potential to cause serious illness.
When the body has contact with a food allergen (a trigger this could be many
things) and the immune system reacts as if it is a damaging substance, this is known
as a food allergy. Upon any amount of contact, the body releases histamines and
other substances into the blood stream, which trigger a series of allergic signs and
symptoms. Food intolerances are sometimes confused with food allergies. Food
system in response to the allergen.
The most frequent food allergens are eggs, fish, milk, peanuts, shellfish, soy, tree
nuts and wheat.
Signs and symptoms that could signal an allergic reaction might include nausea,
vomiting, cramping, diarrhoea, difficulty breathing, sneezing, itching, swelling and
rashes on the body.
Some food intolerances or medical conditions that children may have include:
• Lactose intolerance children who are allergic to dairy products
• Coeliac disease children become ill if they eat any food products
containing gluten, which is found in wheat, barley and rye products.
• Diabetes children can become very thirsty and tired
• Asthma children can begin to cough excessively, wheeze and have
difficulty breathing.

Treatment and Prevention of Allergic Reactions in Children
allergen will usually be sufficient treatment for minor reactions. Additionally, a

doctor can prescribe anti-allergen medication and cream to relieve symptoms.
You must take the child to the doctor straight away if the reaction is severe, such
as a rash and swelling increasing up the throat and face area or if the child is having
difficulty breathing. Children may carry an Epi pen in case of emergency if they
have severe allergies.
A severe and life-threatening allergy is called anaphylaxis. In these cases, the
become blocked, making it difficult for them to breathe. This can usually occur
within seconds or up to 20 minutes after the child has contact with the allergen.
deteriorate, leading to a life-threatening situation.
Common triggers include nuts or any foods that have nut products in them, eggs,
or bee stings. Latex and seafood are also known to cause an anaphylactic attack.
Instances of this type of allergy are increasing in children, especially compared with
previous generations. It is critical that as carers we recognise the symptoms and
act immediately.

7.8 Maintain Food Safety
7.8.1 Food-Handling Requirements

The principle role of food handlers in a centre is preventing children from getting
microorganism contamination and/or allergic reactions.
Under The Food and Safety Standards Standard 3.2.2 Food Safety Practices and
General Requirements, the owners of food businesses are responsible for making
sure that people who handle food or food contact surfaces in their business, and
the people who supervise this work, have the skills and knowledge they need to
handle food safely.
Skill: Your staff and their supervisors must be able to do their work in ways that
ensure that your business produces safe food.
Knowledge: Your staff and their supervisors must know about issues associated
with food safety and safe food handling practices that are relevant to your business
and the jobs they do for you.
A food handler in the centre prepares and cooks whole chickens.

The staff member who does this work must have appropriate
food safety and food hygiene knowledge and skills to make sure
that the chicken is prepared safely for service.
The food safety skills and knowledge needed for this job include:
• knowing that raw chickens are likely to be contaminated with dangerous
bacteria and that eating undercooked chicken can cause food poisoning;
• knowing the cooking time and temperature needed to make sure that the
chicken and the stuffing are thoroughly cooked;
• the skill needed to check the chicken to make sure it is thoroughly cooked;
• knowing the correct storage temperatures for both raw and cooked
chickens; and
• the skills needed to make sure that equipment is set at the right temperature.

The food hygiene skills and knowledge needed for this job include:
• knowing that hands, gloves or the equipment used to handle raw chickens
can contaminate cooked chickens;
• the skill to wash hands and equipment in ways that reduce the potential for
contamination;
• knowing about other things that could contaminate the cooked chickens,
such as dirty clothes or dirty work benches; and
• the skills needed to keep the work area clean.
Source: Food Handling Skills and Knowledge
Food handlers must have the skills and knowledge that they need to handle food
safely to carry out the duties they are performing. However, if other staff assist
when people are away, or sometimes have the role to supervise other food
handlers, then they must also have the skills and knowledge for these duties.
Early Childhood Education and Care staff skills and knowledge must include food
safety and food hygiene matters. Food safety issues cover what staff must do to
food to keep food safe. Food hygiene practices cover what staff must do to keep
things clean so they do not contaminate food.
Food handlers must:

• Take all reasonable measures to handle food and food contact surfaces and
equipment in a way that will not compromise the safety and suitability of
food;
• Wash their hands with soap and warm running water in handwashing facilities
whenever their hands are likely to be a source of contamination of food and
specifically:
o before commencing and recommencing handling food (including after
breaks),
o after using the toilet or changing nappies,
o immediately before handling ready-to-eat food, and
o immediately after coughing, sneezing, using a handkerchief or tissue,
eating, drinking, touching hair, scalp, nose etc.
• Advise the director if they are suffering from, are a carrier of, or have
symptoms of food-borne illness so they can be allocated alternative duties,
if required. Common symptoms include vomiting, diarrhoea, abdominal
cramps, nausea and fever.

Avoid Cross Contamination
• Keep raw and cooked or ready to eat foods separate by:
o cleaning and sanitising utensils, surfaces and equipment between
preparing raw and cooked foods or use separate equipment,
o storing raw foods below cooked foods.
• Clean and sanitise utensils, equipment and surfaces per the cleaning
schedule
• Use equipment and containers that can be easily and effectively cleaned, will
not absorb grease, food or water and will not contaminate the food;
• Cover food with plastic wrap or place in a container with a lid; and
• Store food off the floor.
• Chemicals and cleaning products need to be stored away from food
instruction.
Food Handlers Must Report When They are Unwell

In certain cases, it makes sense for us to stay at home when we unwell, so we
cannot pass our germs on to the children, families and staff with whom we have
contact. This is even more crucial if we are a food handler. Illnesses or health issues
such as skin conditions, diarrhoea, vomiting, nausea, coughing, sneezing, cuts and
scratches etc. can affect our ability to do the job safely. Informing the supervisor
se we can be given alternative duties is vitally important in this situation.
Whatever role you have in the service you need to be aware of the policies that
govern food handling activities. If you are ever unsure of whether you should be
handling food, or if you see a colleague not following safe food handling practices,
speak with your service supervisor.
7.8.2 Assist in Developing and Maintaining Food Safety Procedures

When you are performing food preparation, food handling or food service duties
you must always be aware food safety and food hygiene. Like any other safety issue
in the centre, if something is not right or someone is put at risk then you must
inform your supervisor immediately.
If you can see a better or more efficient way of doing something without
compromising the safety of the food suggest it to your supervisor.

7.8.3 Follow Food Safety Procedures
Food Preparation and Food Safety
Preparing and providing food for the children is part of the responsibilities of the
educators in a child care centre. The qualified cook may prepare the food though
it is the role of the Educators to serve the food.
The prevention of food borne illness involves attention to hygiene, proper handling
and preparation of food and care during food storage and distribution.
As stated in the National Regulation (2011) 90-91: children are to be provided with
food and beverages that are nutritious, varied and adequate in quantity. All children
must have access to safe, clean drinking water and it should be offered regularly.
Water should be offered with meals though is important for children to also have
access to water at other times during the day. Many child care centres have
individual water bottles for the children. It is extremely important that the drink
bottles are topped up during the day and that they are washed with soapy water
daily.
Educators should not prepare food if they are unwell or are at risk of spreading
infection.
Getting Ready for Meals and Snacks

• Follow good personal hygiene: including having clean, safe clothes
(including covered in shoes) and your hair is pulled back.
•
gloves and aprons when preparing food,
Food Safety Tips!
serving and feeding children.
•
• Before meals, clean all tables that are to Keep cold
be used for the meal. food below 5 degrees C and
• Wash and dry your hands before hot food above 60 degrees
preparing or serving food. If you are C.
interrupted to care for another child • Cook food thoroughly.
while preparing food or spoon feeding • Separate cooked and raw
an infant, be sure to wash and dry your
hands again before you continue. utensils and chopping
boards for both.
•
washed before they eat or drink.

Child Care centres need to comply with the Food Safety Standards developed by
Food Standards Australia New Zealand (FSANZ).
http://www.foodstandards.gov.au
The Food Preparation Standards state child care centres should:

• Keep raw food separate from cooked and ready to eat foods.
• Use different utensils and chopping boards for raw, cooked and ready to
eat foods.
• Thoroughly rinse fruit and vegetables in clean water.
• Use clean, sanitised utensils (tongs, spoons and spatulas) to serve food.
• Use only clean disposable gloves and change them once every hour.
• Comply with FSANZ standards for cooling, freezing and thawing foods.
• Store food in a material that is clean, non-toxic.
• Serve food in eating and drinking containers (plates, bowls, cups etc.) that are
in good condition. Not chipped, broken or cracked.
Source: ACECQA
Time and Temperature

The time & temperature of potentially hazardous foods must be controlled through
the process, from delivery, storage, preparation and cooking, and to serving to the
children.
• Food deliveries should be from reputable companies that can show they are
safely transporting foods. Potentially hazardous food should be transported
at 5C or below.
• Check that fridges are operating effectively at 5C or below and heating/hot
holding equipment is operating effectively at 60C or above.
• Cook potentially hazardous food (such as chicken) thoroughly to above
75C.
• Minimise the time potentially hazardous foods are between 5C and 60C
by:
o refrigerating as soon as received or prepared (allow steam to dissipate if
steaming hot)
o keeping under refrigeration as much as possible: only remove when ready
to prepare, cook or serve

o preparing small batches of ready to eat foods such as salads and
sandwiches so they can be refrigerated as each batch is completed
o Thawing, as much as possible under refrigeration. If thawed out of
refrigeration the food must be cooked or consumed in the following 4
hours.
o cooling rapidly by dividing into shallow containers, stirring occasionally,
placing in a freezer, refrigerator or cool room
o reheating rapidly to 60C before serving
• Follow the 2 hour - 4-hour guide:
This includes preparation

Action
and cooking times
Refrigerate or use
Less than 2 hours
immediately.
Between 2 hours and 4 hours Use immediately.
More than 4 hours Throw out.
7.8.4 Confirm Safety of Any Drinks, Food and Cooking Utensils and
Appliances Used as Part of the Program
Every child care centre staff member who is responsible for preparing or serving
food needs to know and understand how to minimise possibility of the
transmission of food borne illness in children and staff. The most effective way to
minimise transmission is by utilising effective hygiene and safe food handling
practices.
Food borne illness commonly occurs in settings where food is prepared or served
to a large number of people, and types of illness include bacterial and viral
gastroenteritis, food poisoning from toxin producing bacterial contamination, and
potentially serious infections such as hepatitis A, salmonella, shigella, and shiga-like
toxin producing Escherichia coli.
Minimise Transmission of Food Borne Illness

To minimise transmission of food borne illness in children and staff, centres should
use the best practice this may include but not limited to:

• Have a designated area for food preparation and storage, which is safe and
hygienic
• Store cooked and uncooked meat in separate refrigeration compartments
• Use separate colour-coded chopping boards for cooked and uncooked food
• Use separate colour- coded chopping board
• Have facilities that include a stove or microwave oven, sink, refrigerator,
suitable waste disposal, and a hot water supply
• Have a designated area for preparation of bottles for children under 2 years
• Ensure all food or bottle preparation and storage areas are separate from
nappy change and toileting areas
• Ensure that if meals are being prepared in the centre that cooks who are
employed have completed basic training in food safety and nutrition in
accordance with the FSANZ Food Safety Code.
• Ensure food preparation and serving staff:
o Wash hands before and after handling food or utensils
o Wash hands and clean nails after: - arriving at and leaving from work, -
using the toilet, - having contact with unclean equipment and work
surfaces, soiled clothing and dish cloths, - toileting children - wiping
- removing gloves (see section 1.2
hand-washing for further information)
o Wear a hair covering that completely covers hair if practicable
o Avoid direct touching of ready to eat food by following proper food
handling technique and using clean implements and gloves,
o Advise the centre director of any gastrointestinal illness,
o Do not prepare food while suffering from any gastrointestinal illness until
at least one full day after recovery, or from any hand infection
• Preferably do not have staff who change nappies involved in food preparation
on the same day, however if this is impractical, ensure staff use principles of
infection control and safe food handling, particularly hand washing and using
gloves.
• Prepare and serve food in accordance with the FSANZ Fact Sheets, which say
to consume food as soon as it is cooked to 60°C or higher. As is also stated
in the fact sheets, food can be left to cool at ambient temperature, but food
becomes contaminated as soon as it starts cooling. It is recommended that
you allow food to cool enough to be safe for children to eat but no longer
than 2 hours. Left-over food should immediately be stored in the refrigerator
at 5°C or lower.

Ensure the food preparation staff clean and sanitise the food preparation and
serving areas at the end of each day.
For cleaning and sanitising food contact surfaces and utensils, use neutral
detergent and water to remove visible contamination such as food waste, dirt and
grease, then sanitise using either heat or chemical sanitisers that are suitable for
food contact surfaces. Chemical sanitisers must be used according to supplier or
Be aware of and accommodate the special needs of culturally and linguistically

diverse families in relation to special rules for storing, preparing and serving foods
such as Halal and Kosher food; Halal and Kosher food can be stored or refrigerated
in separate and sealed containers, ask families about any special requirements for
storing, preparing and serving foods, and ask them for preferred recipes.
Ensure microwave food safety by:

• Being aware that microwaves are useful for defrosting, cooking and re-
heating foods however, food borne disease can also result if the usual rules
a microwave also partially cooks the food and makes an ideal medium for
growth of bacteria.
Using a microwave oven appropriately:

• use only microwave safe dishes, utensils and wrap
• defrost foods only if you are planning to cook the food immediately after it
has thawed
• use microwave safe dishes for defrosting foods, and cover with microwave
plastic wrap or microwave safe covers
• as different food items defrost, remove them and avoid cross contamination
or mixing of food juices
• be careful when removing food or liquids from the microwave and removing
the plastic wrap as food and liquid continues to cook for some time and you
can burn yourself on escaping steam or boiling liquid
• food that has been cooked or reheated in a microwave and is not going to
be consumed immediately should be placed in the refrigerator for cooling,
not left on the bench to cool

• leftover food that has been cooked and reheated should be discarded
• rotate and mix foods at intervals to ensure they are cooked through evenly
• when re-heating foods such as casseroles, the liquid should be stirred every
3 - 5 minutes to ensure it is fully heated through
• clean the microwave daily as food is usually spattered inside.
Preparation of Infant Formula

• Always wash hands before preparing formula and ensure that formula
is prepared in a clean area
• Wash bottles, teats, caps and knives careful attention to washing is
essential and sterilise by boiling for 5 minutes or using an approved
sterilising agent
• Boil fresh water and allow it to cool until lukewarm to cool to a safe
temperature, allow the water to sit for at least 30 minutes (in places
with clean water supply which meets Australian standards, hot water
urns such as hydroboils are safe to use for formula reconstitution,
provided the supply of very hot water has not been depleted)
• Ideally prepare only one bottle of formula at a time, just before feeding
• Always read the instructions to check the correct amount of water and
powder as shown on the feeding table on the back of the pack this
may vary between different formulas
• Add water to the bottle first, then powder
• Pour the correct amount of previously boiled (now cooled) water into
a sterilised bottle
• Always measure the amount of powder using the scoop provided in
the can, as scoop sizes vary between different formulas
• Fill the measuring scoop with formula powder and level off using the
levelling device provided or the back of a sterilised knife the scoop
should be lightly tapped to remove any air bubbles
• Take care to add the correct number of scoops to the water in the
bottle do not add half scoops or more scoops than stated in the
instructions
• Keep the scoop in the can when not in use do not wash the scoop
as this can introduce moisture into the tin if not dried adequately
• Place the teat and cap on the bottle and shake it until the powder
dissolves
• Test the temperature of the milk with a few drops on the inside of your
wrist it should feel just warm, but cool is better than too hot

• Feed infant any formula left at the end of the feed must be discarded
• A feed should take no longer than 1 hour any formula that has been
at room temperature for longer than 1 hour should be discarded
• Formula that has been at room temperature for less than 1 hour may
be stored in a refrigerator for up to 24 hours (in a sterile container)
discard any refrigerated feed that has not been used within 24 hours
• When a container of formula is finished, throw away the scoop with
the container, to ensure that the correct scoop is used next time
Source: Infant Feeding Guidelines: information for health workers (2012) Pg. 76
Note: Information on preparing bottle feeds can be found in the Infant Feeding Guidelines: information for
health workers (2012)
Transporting Formula Feeds

• Prepare the feed and put in the refrigerator
• Ensure feed is cold before transporting
• Do not remove feed from the refrigerator until immediately before
transporting
• Transport feed in a cool bag with ice packs
• Use feeds transported in a cool bag within 2 hours, as cool bags do
not always keep foods adequately chilled
• Re-warm at the destination (for no more than 15 minutes)
• If the destination is reached within 2 hours, feeds transported in a
cool bag can be placed in a refrigerator and held for up to 24 hours
from the time of preparation
Sterilisation by Boiling
• Wash bottles, teats and caps in hot soapy water with a bottle/ teat
brush before sterilisation
• Place utensils, including bottles, teats and caps in a large saucepan
on the back burner of the stove
• Cover utensils with water, making sure to eliminate all air bubbles
from the bottle
• Bring water to the boil and boil for 5 minutes. Turn off do not allow
it to boil dry
• Allow the equipment to cool in the saucepan until it is hand hot and
then remove it be very careful if children are present
• Store equipment that is not being used straight away in a clean
container in the fridge

• Boil all equipment within 24 hours of use
Sterilisation Using Chemicals

•
the solution to ensure the correct dilution
• Discard the solution after 24 hours, thoroughly scrub the container
and equipment in warm water with detergent and make up a new
solution
• Make sure all equipment is made of plastic or glass: metal corrodes
when left in chemical sterilant
• Completely submerge everything, making sure there are no air
bubbles, and leave it in the solution for at least the recommended
time equipment can be left in the solution until it is needed
• Allow the equipment to drain, do not rinse off the sterilising liquid or
there will be a risk of re-contamination
• Store the sterilising concentrate and solution well out of the reach
of children
Bottle-Feeding
Good practice in bottle-feeding involves making feeding a comfortable experience
for parent and infant while avoiding risks associated with incorrect bottle-feeding.
This includes:
• always checking the temperature of the formula before feeding by
shaking a little milk from the teat onto the inside of the wrist it
should feel warm, not hot
• holding, cuddling and talking to (if it is not too distracting) the infant
while feeding and responding to infant cues parent infant contact
is extremely important
• not leaving an infant to feed on their own (i.e. with the bottle
propped) the milk may flow too quickly and cause the infant to
splutter or choke
• not putting an infant to sleep while drinking from a bottle as well
as the risk of choking this increases the risk of ear infection and
dental caries

Advice for parents
• Put an infant to bed without a bottle or take the
bottle away when the infant has finished feeding.
• the infant keep sucking on the bottle.
• Avoid leaving an infant unattended with a bottle
containing liquids (i.e. no bottle propping)
Source: Infant Feeding Guidelines: information for health workers (2012) Pg. 79
Bottled Breast Milk

Use the following guidelines in relation to bottled breast milk:
• always wash hands thoroughly prior to handling breast milk and bottles
•
name and the date it is expressed
• breast milk can be stored in the refrigerator for 48 hours and in a deep freezer
for up to 3 months
• frozen breast milk can be thawed by placing in either cool or warm water,
the bottle if the fats and milk have separated

• thaw under running water, start with cold water then increasingly warm water
and test the temperature of the milk on your wrist before giving it to the baby
• throw away any unused breast milk, do not refrigerate or refreeze breast milk
once it has been thawed or heated.
• After use, rinse teats and bottles with water, wash in hot soapy water, rinse
with water, then sterilise them by using a cold water chemical steriliser,
y.
Information on breastfeeding can be obtained from Australian Breastfeeding Association at
http://www.breastfeeding.asn.au

Chapter Review
Knowledge Check
• Cite three (3) examples of food items which pose choking risks to
younger children.
• What are some activities you can do in your centre to encourage
healthy nutrition?
Summary
• Establishing good mealtime routines in childhood with maintaining

a regular meal pattern throughout adolescence and adulthood. A
regular meal pattern forms the foundation for a healthy, balanced
diet. Children have small stomachs, and their energy and nutr ient
requirements are best met through small and frequent nutritious
meals and snacks.
• Mealtimes should be a relaxed and enjoyable experience where the
educators can role model positive eating habits and join in
conversations with the children.
• Support and guide children to eat healthy food. You can do this by
involving them in the preparation and cooking of food, creatively
presenting the food, and dressing up the room.
• Using food throughout your program can teach children about
where food comes from and how it is prepared and the nutritional
values of food. Cooking experiences are also opportunities for
children to practice mathematical and science concepts.
• Most children enjoy drinking water if they get into the habit from
an early age. Centres that make water the preferred drink
throughout the day, and always have water available for ch ildren,
will allow them to develop the good habit of hydrating by drinking
water.
• Educators need to ensure that individual dietary needs and
nutritional requirements of all children are catered for. They will
also need to consider cultural requirements, individual preferences,
and allergies and intolerances.

• Be wary of the recommended dietary intake for children. Read and
interpret food labels, watching for ingredients of concern, as well
as food allergies and medical conditions.
• Finally, food should be handled as safely as possible to prevent
microorganism contamination and/or allergic reactions.
Activity
• C ra ft a sam ple me nu for your ce nt re base d on the pr inci ples

a nd require me nts outl i ne above .
Further Reading
• The followi ng li nk pr ovi des a n exa mple of a me nu use d a t

S par kli ng St ars . P leas e be a wa re this m e nu w oul d ne ed t o be
m odi fi ed for young er chil dre n. These w ould i ncl ude babie s,
c onsi de ri ng c hoki ng r is k and de ve lopm e ntal le vel , and
c hi ldre n wit h alle rgi es or c ult ura l a nd rel igi ous food
p re fe re nce s reque ste d by t he ir pare nts .
• I t is als o im porta nt t o fa mil iar is e yours el f w it h t he food sa fet y
p ol ic y a nd pr oce dure s in your ce nt re . Clic k here t o vi ew
S par kli ng St ar

REFERENCES
ACECQA. (2017, January). Guide to the National Quality

Standard. https://www.acecqa.gov.au/sites/default/files/acecqa/files/Natio
nal-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-
NQS.pdf
ACECQA. (n.d.). Belonging, Being & Becoming: The Early Years Learning
Framework for
Australia. https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framewor
k_for_australia.pdf
ACECQA. (n.d.). My Time, Our
Place. https://www.acecqa.gov.au/sites/default/files/2020-
05/my_time_our_place_framework_for_school_age_care_in_australia.pd
f
ACECQA. (n.d.). Qualifications for family day care
services. https://www.acecqa.gov.au/qualifications/requirements/family-
day-care-services
ACECQA. (n.d.). Qualifications for working in OSHC
services. https://www.acecqa.gov.au/qualifications/requirements/working
-in-OSHC-services
Australasian Society of Clinical Immunology and Allergy (ASCIA). (2018,
May). How to give
EpiPen. https://www.allergy.org.au/hp/anaphylaxis/how-to-give-epipen
Australian Breastfeeding Association. (2011, September 23). The WHO
code. https://www.breastfeeding.asn.au/who-code
Children's protection act 1993. (1993). Government of South
Australia. https://www.legislation.sa.gov.au/LZ/C/A/CHILDRENS%20PROT
ECTION%20ACT%201993/2006.01.31/1993.93.PDF
Department of Education and Training Victoria. (2016). Victorian Early Years
Learning and Development
Framework. https://www.education.vic.gov.au/Documents/childhood/pro
viders/edcare/veyldframework.pdf
Family. (n.d.). ABC (Australian Broadcasting
Corporation). https://www.abc.net.au/life/family/
Food Standards Australia & New Zealand. (2019). Food handling skills and
knowledge. https://www.foodstandards.gov.au/industry/safetystandards/s
afetypractices/skills/Pages/default.aspx

Kearns, K. (2020). The big picture. Cengage AU.
Kidsafe Australia. (2020). Kidsafe family day care safety
guidelines. https://kidsafe.com.au/wp-content/uploads/2020/06/FINAL-
FDC-Safety-Guidelines_7thEd.pdf
National Health and Medical Research Council. (2013, June). Staying healthy:
Preventing infectious diseases in early childhood education and care
services.
NHRMC. https://www.nhmrc.gov.au/sites/default/files/documents/reports
/clinical%20guidelines/ch55-staying-healthy.pdf
National Health and Medical Research Council. (n.d.). Infant feeding guidelines:
information for health workers. https://www.nhmrc.gov.au/about-
us/publications/infant-feeding-guidelines-information-health-workers
New South Wales Government. (2020). Education and care services national
regulations (2011 SI
653). https://www.legislation.nsw.gov.au/view/html/inforce/current/sl-
2011-0653
Overview of work-related stress. (n.d.).
SafeWork. https://www.safework.nsw.gov.au/__data/assets/pdf_file/0008
/99233/SW08367-1117-395314.pdf
Raising Children Network. (2019, August 14). Immunisation in
childhood. https://raisingchildren.net.au/guides/a-z-health-
reference/immunisation#important
Red Nose Australia. (n.d.). Safe sleeping: A guide to assist sleeping your baby
safely. https://rednose.org.au/downloads/Safe_Sleeping_Long_Brochure.
pdf
The Royal Children's Hospital Melbourne. (n.d.). Kids health information:
Allergic and anaphylactic
reactions. https://www.rch.org.au/kidsinfo/fact_sheets/Allergic_and_anap
hylactic_reactions/
Victoria State Government. (2014). Baby furniture - safety tips. Better Health
Channel. https://www.betterhealth.vic.gov.au/health/healthyliving/baby-
furniture-safety-tips
Workplace Health and Safety Queensland. (2017, April 4). Cytomegalovirus
(CMV) in early childhood education and care services.
WorkSafe.qld.gov.au. https://www.worksafe.qld.gov.au/safety-and-
prevention/hazards/hazardous-exposures/biological-
hazards/cytomegalovirus-cmv-in-early-childhood-education-and-care-
services

Workplace Health and Safety Queensland. (2020). Guide to the Work Health
and Safety Act 2011.
WorkSafe.qld.gov.au. https://www.worksafe.qld.gov.au/__data/assets/pdf_
file/0023/22289/guide-to-work-health-and-safety-act-2011.pdf
WorkSafe injury hotspots. (2015). WorkSafe
Victoria. https://www.injuryhotspots.com.au/#/childrensservices
WorkSafe Victoria. (n.d.). WorkSafe. https://www.worksafe.vic.gov.au

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CHC30113

Certificate III in Early

Version 3.1 | Produced 17 June 2021

Date Summary of modifications made Version

Produced version 1 final following

Learner Guide Version No. 3.1 Produced 17 June 2021

Learner Guide Version No. 3.1 Produced 17 June 2021

INTRODUCTION TO THIS LEARNER GUIDE ..................................... 10

Learner Guide Version No. 3.1 Produced 17 June 2021

Families At Enrolment and Then On a Regular Basis ........................................... 128

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Learner Guide Version No. 3.1 Produced 17 June 2021

Learner Guide Version No. 3.1 Produced 17 June 2021

Learner Guide Version No. 3.1 Produced 17 June 2021

What is this unit about?

CHCECE002 Ensure the health and safety

CHCECE004 Promote and provide healthy food and

CHCECE006 Establish and maintain a safe and healthy

HLTWHS001 Participate in workplace health and safety

This is useful to you if you:

Learner Guide Version No. 3.1 Produced 17 June 2021

Learner Guide Version No. 3.1 Produced 17 June 2021

Learner Guide Version No. 3.1 Produced 17 June 2021

Go to your local library. Most libraries keep information about

Contact public relations and information services provided by

Learner Guide Version No. 3.1 Produced 17 June 2021

Learner Guide Version No. 3.1 Produced 17 June 2021

Learner Guide Version No. 3.1 Produced 17 June 2021

This learner guide is designed to give a better understanding of the unit of

Learner Guide Version No. 3.1 Produced 17 June 2021

The Early Childhood Code of Ethics

Source: Early Childhood Code of Ethics (2006)

Learner Guide Version No. 3.1 Produced 17 June 2021

respect democracy honesty

integrity justice courage

Learner Guide Version No. 3.1 Produced 17 June 2021

• act in the best interests of all children

An example of international legislation is The Convention on the Rights of the

Learner Guide Version No. 3.1 Produced 17 June 2021

Learner Guide Version No. 3.1 Produced 17 June 2021

• application processes for provider approval and service approval

The National Quality Standard,

QA1 Educational program and practice

QA3 Physical environment

QA4 Staffing arrangements

QA5 Relationships with children

Collaborative partnerships with families

QA7 Governance and leadership

Learner Guide Version No. 3.1 Produced 17 June 2021

Belonging, Being and Becoming: The Early Years Learning

My Time, Our Place: Framework for School Age Care in

Copies of the approved learning frameworks and accompanying educator guides

National Quality Framework

Learner Guide Version No. 3.1 Produced 17 June 2021

• the rights and best interests of the child are paramount

• Standard 2.1 ical activity is supported and

Quality Area 2 - focuses on safeguarding and

be implemented in Early Childhood Education and Care services to protect

Learner Guide Version No. 3.1 Produced 17 June 2021

health, safety and wellbeing.

Learner Guide Version No. 3.1 Produced 17 June 2021

Being healthy, well-rested and free of illness

ability to concentrate, cooperate and learn (Early

Learner Guide Version No. 3.1 Produced 17 June 2021